Designing and Implementing an Effective Tobacco Counter ... - CDC

Designing and Implementing an Effective Tobacco Counter-Marketing Campaign

Designing and Implementing

an Effective Tobacco

Counter-Marketing Campaign

Suggested Citation Centers for Disease Control and Prevention. Designing and Implementing an Effective Tobacco

Counter-Marketing Campaign. Atlanta, Georgia: U.S. Department of Health and Human

Services, Centers for Disease Control and Prevention, National Center for Chronic Disease

Prevention and Health Promotion, Office on Smoking and Health, First Edition October 2003.

Ordering Information To order a copy of this publication, contact:

Office on Smoking and Health

Media Campaign Resource Center

Mail Stop K-50

4770 Buford Highway, NE

Atlanta, GA 30341-3717

770-488-5705; press 2

e-mail: [email protected]

www.cdc.gov/tobacco/mcrc


Table of Contents

Acknowledgments ..........................................................................................................................................................5

Introduction: How to Use this Manual ........................................................................................................................9

Chapter 1: Overview of Counter-Marketing Programs ............................................................................................13

Chapter 2: Planning Your Counter-Marketing Program ..........................................................................................21

Chapter 3: Gaining and Using Target Audience Insights ........................................................................................51

Chapter 4: Reaching Specific Populations ................................................................................................................87

Chapter 5: Evaluating the Success of Your Counter-Marketing Program ............................................................109

Chapter 6: Managing and Implementing Your Counter-Marketing Program ....................................................143

Chapter 7: Advertising ................................................................................................................................................163

Chapter 8: Public Relations........................................................................................................................................201

Chapter 9: Media Advocacy ......................................................................................................................................245

Chapter 10: Grassroots Marketing ............................................................................................................................267

Chapter 11: Media Literacy........................................................................................................................................281

Resources and Tools....................................................................................................................................................297

Glossary ........................................................................................................................................................................331

Appendices ..................................................................................................................................................................343

Appendix 2.1: Counter-Marketing Planning Worksheet....................................................................................343

Appendix 3.1: Sample Recruitment Screener for Intercept Interviews on Smoking Cessation ..................349

Appendix 3.2: Sample Recruitment Screener for Individual Interviews To Test

Advertisements and Ad Concepts ..................................................................................................................351

Appendix 3.3: Moderator’s Guide for Focus Groups With Smokers ................................................................354

Appendix 3.4: Sample Moderator’s Guide for Focus Groups To Test

Advertisements With Youth..............................................................................................................................360

Appendix 3.5: Sample Self-Administered Form To Test Fact Sheets ................................................................363

Appendix 3.6 : Sample Intercept Interview Questionnaire ..............................................................................366

Appendix 5.1: Examples of Inputs, Activities, Outputs, and Outcomes

for Counter-Marketing Programs ..................................................................................................................374

Appendix 5.2: Key Data Collection Tools and Methods ....................................................................................378

Appendix 5.3: Key Variables and Sample Items to Consider Including in Survey

of Target Population ........................................................................................................................................381

Appendix 6.1: Key Elements of a Request for Proposals (RFP) for a Media Campaign ................................386

Appendix 6.2: Questions and Answers on RFPs ................................................................................................394

Appendix 6.3: Elements of a Creative Brief ........................................................................................................409

Appendix 6.4: Creative Brief, Florida....................................................................................................................413

Appendix 6.5: Creative Brief, Centers for Disease Control and Prevention

and World Health Organization ......................................................................................................................415

Appendix 6.6: Creative Brief, Centers for Disease Control and Prevention ....................................................418

Appendix 7.1: Sample Advertising Comment Organizer ..................................................................................419

Appendix 7.2: Sample Storyboard—“Carnival” ..................................................................................................421

Appendix 7.3: Sample Storyboard—“Drive” ......................................................................................................422

Appendix 8.1: Sample Printed Campaign Newsletter........................................................................................423

Appendix 8.2: Sample Online Newsletter............................................................................................................427

Appendix 8.3: Sample Editorial ............................................................................................................................431

Appendix 8.4: Sample Letter to the Editor ..........................................................................................................432

Appendix 8.5: Sample Op-Ed ................................................................................................................................433

Appendix 8.6: Sample Spokesperson Profile Sheet ............................................................................................435

Appendix 8.7: Sample Pitch Letter ......................................................................................................................437

Appendix 8.8: Sample News Release....................................................................................................................438

Appendix 8.9: Sample Fact Sheet..........................................................................................................................440

Appendix 8.10: Media Contact Record ................................................................................................................445

Appendix 10.1: Georgia Burden of Tobacco Brochure ......................................................................................446

Feedback Form ............................................................................................................................................................456


Acknowledgments

The following individuals served as the managing editors for this publication: Linda Block, MPH, Office on Smoking and Health, National Center for Chronic Disease Prevention and

Health Promotion, Centers for Disease Control and Prevention

Karen Gutierrez, Office on Smoking and Health, National Center for Chronic Disease Prevention and

Health Promotion, Centers for Disease Control and Prevention

The following individuals are the primary authors of this publication: Elaine Arkin, Health Communications Consultant

Joan Clayton-Davis, MA, Academy for Educational Development

Susan Middlestadt, Ph.D., Academy for Educational Development

Peter Mitchell, Academy for Educational Development

Anne Marie O'Keefe, Ph.D., JD, Academy for Educational Development

Todd Phillips, MS, Academy for Educational Development

Rose Mary Romano, MA, Academy for Educational Development

Phil Wilbur, MA, Northrop Grumman IT Health and Science Solutions

We thank the following individuals from the Centers for Disease Control and Prevention, for assistance in reviewing and contributing to this document: Cheri Ahern, Office on Smoking and Health

Stephen Babb, MPH, Office on Smoking and Health

Diane Beistle, Office on Smoking and Health

Galen Cole, Ph.D., Office of Communication

Alyssa Easton, Ph.D., MPH, Office on Smoking and Health

Monica Eischen, Office on Smoking and Health

Reba Griffith, MPH, Office on Smoking and Health

May Kennedy, MPH, Office of Communication

Sharon Kohout, MA, Office on Smoking and Health

Dianne May, MA, MPH, Office on Smoking and Health

Jeff McKenna, MS, Office on Smoking and Health

Acknowledgments

5

Patty McLean, M.Ed., Office on Smoking and Health

Rebecca Murphy, Ph.D., Office on Smoking and Health

Claudia Parvanta, Ph.D., Office of Communication

Alpa Patel-Larson, Office on Smoking and Health

Linda Pederson, Ph.D., Office on Smoking and Health

Lisa Petersen, MS, Office on Smoking and Health

Oona Powell, MA, Office on Smoking and Health

Chris Prue, MSPH, Ph.D., Office of Communication

Robert Robinson, Dr.P.H., Office on Smoking and Health

Michael Schooley, MPH, Office on Smoking and Health

Karen Siener, MPH, Office on Smoking and Health

The Office on Smoking and Health thanks the following individuals for their careful review of drafts of this manual: Debra Bodenstine, Florida Department of Health

Deborah E. Boldt, MPA, Missouri Partnership on Smoking or Health

Nicole Boyd, JD, The Partnership for a Healthy Mississippi

Greg Connolly, DMD, MPH, Massachusetts Department of Public Health

Larry Davis, Global Lead Management Consulting

Peter DeBenedittis, Ph.D., New Mexico Media Literacy Project

Robert Denniston, MA, Office of National Drug Control Policy

Mark Dinneen, Alaska Department of Health

Susan Giarratano Russell, EdD, MSPH, CHES, Health Education and Media Consultant

Sandi Hammond, Massachusetts Department of Public Health

Ann Houston, CHES, North Carolina Department of Health

Lucy Huang, IW Group, Inc.

Mary Jane Mahan, MA, DeKalb County Board of Health

Danny McGoldrick, MA, Campaign for Tobacco-Free Kids

Barbara A. Moeykens, MS, Vermont Department of Health

Mike Pertschuk, JD, Advocacy Institute

Monica Pribil, MA, Nebraska Department of Health and Human Services

6

Acknowledgments


Amelie Ramirez, Dr.P.H., Baylor College of Medicine

Janet Reid, Ph.D., Global Lead Management Consulting

Schaelene Rollins, California Department of Health Services

Russell Sciandra, MA, Center for a Tobacco Free New York

David Sly, MS, Ph.D., Florida State University

William D. Snook, MS Ed., Missouri Health Department

Colleen Stevens, MSW, California Department of Health Services

Makani Themba-Nixon, The Praxis Project

Chuck Wolfe, Wolfe Strategies

David Zucker, Porter Novelli

The Office on Smoking and Health thanks the following individuals for support in producing this manual: Daria Bessom, Northrop Grumman IT Health and Science Solutions Adjoa Burrowes, Northrop Grumman IT Health and Science Solutions Sheila E. Coble, Northrop Grumman IT Health and Science Solutions Vivian Doidge, MA, Northrop Grumman IT Health and Science Solutions Dee Ellison, MS, Academy for Educational Development Maxine Forrest, Northrop Grumman IT Health and Science Solutions Catherine Macapugay, Northrop Grumman IT Health and Science Solutions Anne Mattison, MA, Northrop Grumman IT Health and Science Solutions Jennifer Mike, Northrop Grumman IT Health and Science Solutions Eloisa Montes, MA, Northrop Grumman IT Health and Science Solutions Don Mullins, MPH, Northrop Grumman IT Health and Science Solutions Melissa Ratherdale, MA, Academy for Educational Development Susan Rogers, Ph.D., Academy for Educational Development Rebecca Rosenthal, Academy for Educational Development Jeff Roussel, Northrop Grumman IT Health and Science Solutions Laura Simon, Northrop Grumman IT Health and Science Solutions Pam Sutton, Academy for Educational Development Carol Winner, MPH, Northrop Grumman IT Health and Science Solutions

Acknowledgments

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8


Introduction

How To Use This Manual

This manual is designed to be a comprehensive resource for state health departments and other agencies and organizations in developing and implementing tobacco counter-marketing campaigns. It is designed to help readers who have different levels of experience and are managing programs at different stages of development. This manual contains a wealth of information on a range of countermarketing topics. Some of the topics and information may be new to you, while you may already have a good command of other topic areas. This resource is meant to help with activities you’re working on currently, as well as projects you undertake in the future. Different chapters will be more helpful at different times. Don’t feel that you have to read the manual from cover to cover. This intro duction should give you a sense of the manual’s content and organization. We suggest that you begin by reading Chapter 1: Overview of Counter-Marketing Programs. Then feel free to skip some chapters, read other chapters more thoroughly, or move directly to the subjects that are most pertinent to your needs.

What You Will Find in This Manual The first half of the manual focuses on planning and preparation, and the second half addresses specific counter-marketing techniques. The manual also includes a list of resource organizations, appendices relevant to topics found in individual chapters, and a glossary.

Introduction: How To Use This Manual

9

Here’s a quick look at each chapter: ■

Chapter 1 provides an overview of tobacco counter-marketing and the key characteristics of a successful tobacco counter-marketing program.

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Chapter 2 focuses on planning the tobacco counter-marketing program. It describes seven planning steps, from defining the problem through developing the program.

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Chapter 3 discusses the use of market research to gain insights into your target audience. To create effective messages, it’s important to understand the cultures, behaviors, motivations, interests, and needs of the target audiences. This chapter compares and discusses three types of market research methods: qualitative, quasi-quantitative, and quantitative.

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Chapter 4 focuses on specific populations, which are defined by demographic characteristics such as age, race/ethnicity, income, educational level, and sexual orientation and by epidemiologic data related to health disparities. The chapter discusses cultural context, diversity within and among specific populations, appropriate language, potential audience barriers and how to overcome them, the role of formative research in working with specific populations, and cultural competency.

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Chapter 5 addresses program evaluation, a critical component in tobacco countermarketing campaigns. Program evaluation is the systematic collection of data about a program’s activities and outcomes, so the program’s delivery, efficiency, and effectiveness can be analyzed, better understood, and improved.

■

Chapter 6 explores the key steps in implementing a successful program. It addresses how to manage personnel issues, choose contractors, develop marketing and communication plans, and involve stakeholder organizations.

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Chapter 7 examines advertising and takes the reader through the four key elements of an advertising campaign: logistics, strategy, creative, and exposure.

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Chapter 8 focuses on public relations (PR). The first half of the chapter outlines the process for using PR to reach your target audience(s) and key influencers. The second half explains how to implement PR activities, such as managing a PR agency, handling press relations, developing press materials, pitching stories, and responding to media inquiries.

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Chapter 9 discusses media advocacy. Defined as the strategic use of media and community advocacy to create social or policy change, media advocacy helps communities create longlasting environmental change.

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Chapter 10 focuses on grassroots marketing, which includes involving new people in tobacco counter-marketing campaigns, increasing the involvement of those already reached, and using those already engaged to increase an audience’s exposure to key messages. Events, community organizing, and partnerships are forms of grassroots marketing, and they are united by their goal to create and use target audience participation.

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Chapter 11 explains how media literacy relates to and reinforces tobacco counter-marketing campaigns. This chapter highlights the key concepts of media literacy and provides resources for identifying and implementing media literacy programs.

An effective tobacco counter-marketing campaign can make a vital contribution to a comprehen sive tobacco control and prevention program. Although the components of counter-marketing are presented separately in this manual, they work synergistically to strengthen the impact of the overall campaign; one or two successful components will not be enough to achieve your program goals. The art of tobacco counter-marketing is in blending and balancing the various components into a coherent, effective whole. We hope the chapters in this manual will help you develop a comprehensive tobacco counter-marketing program that progresses toward achieving your goals.


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Chapter 1

Overview of Counter-

Marketing Programs

In This Chapter

Counter-Marketing: An Art and a Science With the success of programs in Arizona, California, Florida, Massachusetts, Minnesota, Mississippi, Oregon, and other states in the past decade, it’s clear that comprehensive tobacco control programs are a powerful tool for reducing tobacco use. As many studies have shown, an important piece of a comprehensive tobacco control program is a strong counter-marketing program (Centers for Disease Control and Prevention [CDC] 1999; Hopkins et al. 2001). Tobacco counter-marketing is defined as the use of commercial marketing tactics to reduce the prevalence of tobacco use. “Counter marketing attempts to counter protobacco influences and increase prohealth

• Counter-Marketing: An Art and a Science • What We Are Countering • Qualities of a Good Counter-Marketing Program • The Power of Counter-Marketing

messages and influences throughout a state, region, or community” (U.S. Department of Health and Human Services [USDHHS] 2000). Counter-marketing activities can play a role in increasing smoking cessation, reducing smokeless tobacco use, decreasing the likelihood that people will begin smoking cigarettes, and reducing nonsmokers’ exposure to second hand tobacco smoke. Counter-marketing messages can also substantially influence public support for tobacco control interventions and increase support for school and community efforts (USDHHS 2000). Countermarketing messages work best when they are tied to the activities of local programs throughout a state.

Chapter 1: Overview of Counter-Marketing Programs

13

What We Are Countering Tobacco counter-marketing programs play a vital role in countering the influential promotional activities of the tobacco industry, which spends billions of dollars a year on

school students in the United States saw tobacco ads on the Internet (CDC 2001b).

Qualities of a Good CounterMarketing Program

advertising and promotions. The following

Best Practices for Comprehensive Tobacco

statistics underscore the importance and

Control Programs (CDC 1999) identifies a

necessity of tobacco counter-marketing:

number of elements crucial to a compre hensive tobacco control program; one of these

■

Total annual spending on cigarette marketing by the six major U.S. cigarette makers rose 16.2 percent from 1999 to

elements is counter-marketing. Seven key characteristics apply to all successful countermarketing campaigns:

2000, an increase from $8.24 billion to $9.57 billion, the highest figure ever

■

reported to the Federal Trade

long term. The tobacco industry took

Commission (FTC 2002).

decades to establish brand identity for its

In 1999, the five major smokeless tobacco companies in the United States spent $170.2 million on advertising and promotions, an all-time high (FTC 2001).

■

■

a part of our culture. Likewise, tobacco control efforts should be considered longterm commitments to addressing the problems associated with tobacco use, rather than short-term or episodic

spent more than $949,000 on Internet

activities. If a state is developing a branded

advertising in 2000, according to the

campaign, it should choose a brand that

Federal Trade Commission (FTC 2002).

can stand the test of time and be refreshed

In 2000, more than 80 percent of young reached an average of 17 times per person by magazine ads for “youth” brands of cigarettes (King and Siegel 2001). (The study defined cigarette brands as “youth” brands if they were

as needed with brand extensions. Effective counter-marketing initiatives are intended to make important contributions today toward short-term goals, while also laying the groundwork for meeting long-term goals. 2. A comprehensive tobacco counter-

smoked by more than 5 percent of the

marketing program should consist of

smokers in the 8th, 10th, and 12th

integrated, not isolated, components.

grades in 1998.)

14

products and to normalize tobacco use as

The six major U.S. cigarette companies

people in the United States were

■

1. A counter-marketing program must be

Although they are explained separately in

In 2000, about one-third of middle

this manual, these components are most

school students and one-fourth of high

effective when they complement and



support one another. A comprehensive

marketing program involves making

counter-marketing program must use a

decisions about the overall direction of the

variety of available techniques and

program, its target audiences, creative

components at different times and in

products, implementation, and evaluation.

different combinations.

Strategic planning is about setting priorities

3. The counter-marketing program must be integrated into the larger tobacco control program. Just as counter-marketing components should be integrated, the counter-marketing program should complement the other elements of the tobacco control program, such as

and making sometimes difficult choices

about how program funding will be allo

cated and how staffing will be organized.

These decisions should be based on how

these factors will contribute to the program’s

overall goals.

6. A counter-marketing program should be

educational efforts, cessation initiatives,

evaluated. This process should begin with

enforcement campaigns, and policy

two questions: “What information do you

campaigns (including those related to

or other key stakeholders want to know?”

secondhand tobacco smoke and price

and “How do you obtain and use that

increases for tobacco products).

information?” Evaluation isn’t merely a

Coordinating your counter-marketing

report that’s completed after all the work is

efforts with local programs is a powerful

finished. Evaluation provides a tobacco

way to extend their effect. In short, you

control program with continuous updates

need to tie the counter-marketing goals to

and insights on what is working, what is

the overall strategic goal for your tobacco

not, and what changes might need to be

control program.

made to ensure that the program is progress

4. A counter-marketing program must be culturally competent. No single counter-

ing toward achieving its goals and objectives. 7. A counter-marketing program should be

marketing program will be effective for

adequately funded. Tobacco advertising

every segment of the population because

and promotion activities appear to both

tobacco use affects socioeconomic groups,

stimulate adult tobacco consumption and

age groups, racial/ethnic groups, and other

increase risk of youth initiation of tobacco

specific populations in varying ways.

use. Today’s average 14-year-old has been

Messages and strategies should be tailored

exposed to more than $20 billion in imagery,

as needed to be most effective among the

advertising, and promotions since age 6,

campaign’s different target audiences.

creating a familiarity with tobacco products

5. A counter-marketing program should be strategic. Successfully managing a counter-

and an environment in which smoking is seen as glamorous, social, and normal (CDC 1999). In light of these ubiquitous


15

and sustained messages promoting tobacco

A report from the University of

use, counter-marketing efforts of comp

California, San Diego, covering 1989 to

arable intensity are needed. The Centers

1993 showed that the proportion of

for Disease Control and Prevention

Californians who tried to quit smoking

recommends that, at a mini-mum, states

for more than one day rose significantly

should allocate $1 to $3 per capita annually

whenever the media campaign was in

for a counter-marketing campaign that

effect (Pierce et al. 1994).

addresses all program goals in all major media markets in the state (CDC 1999).

The Power of Counter-Marketing The California Tobacco Education Media Campaign, which began in the late 1980s, is one example of a successful countermarketing campaign (Independent Evaluation Consortium of The Gallup Organization et al. 2001; Pierce et al. 1998). It uses hard-hitting earned media, grassroots marketing, and paid advertising (television, radio, billboards, transit, and print) to communicate the dangers of tobacco use and secondhand smoke and to counter protobacco messages throughout the state’s ethnically diverse communities. California’s campaign has demonstrated a strong correlation between its Tobacco Education Media Campaign program and decreased smoking prevalence rates even accounting for all other factors (e.g., increased excise tax): ■

A study found that the California antitobacco media campaign reduced sales of cigarettes by 232 million packs between the third quarter of 1990 and the fourth quarter of 1992. This reduction was independent of the decreases in consumption brought about by a tax increase (Hu et al. 1995).

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■


Another example of an effective countermarketing campaign is the Florida Pilot Program on Tobacco Control, which began in 1998 (Bauer and Johnson 2001). Florida’s program is a comprehensive, youth-focused campaign that includes a youth-directed media campaign marketing the “truth” brand and slogan, youth and community activities organized as Students Working Against Tobacco (SWAT), school-based education and training, and retailer education and enforce ment. From 1998 to 2000, youth tobacco use declined 40 percent among middle school students and 18 percent among high school students, and attitudes among students changed regarding deglamorizing tobacco use and tobacco industry manipulation, which were key campaign themes. Overall program results demonstrated that a comprehensive statewide program can be effective in preventing and reducing youth tobacco use (Bauer and Johnson 2001): ■

Current cigarette use dropped among Florida students, from 18.5 percent to 11.1 percent of middle school students and from 27.4 percent to 22.6 percent of high school students. The primary campaign objective, to change attitudes about tobacco, was achieved. The


percentage of students committed to

Along with the California and Florida

never smoking increased from 56.4

campaigns, successful counter-marketing

percent to 69.3 percent of middle school

programs have been implemented in several

students and from 31.9 percent to 43.1

other states, including Arizona, Massachusetts,

percent of high school students. The

Minnesota, Mississippi, and Oregon. In all

percentage of students currently

these states, reductions in smoking consump

experimenting with cigarettes declined

tion or prevalence or both have been attri

from 21.4 percent to 16.2 percent of

buted to a combination of tobacco control

middle school students and from 32.8

elements, including strong tobacco counter-

percent to 28.2 percent of high school

marketing campaign (CDC 1999; CDC 2003).

students. The percentage of students experimenting with tobacco use who indicated they would not smoke again increased from 30.4 percent to 42.0 percent of middle school students and 44.4 percent to 51.0 percent of high school students (Bauer and Johnson 2000). ■

The statistics from various state efforts indi cate that it is possible to make a significant impact with counter-marketing efforts, but it requires hard work and ongoing commitment to the program. In addition, although many parts of a campaign can be measured and tested, successful counter-marketing remains an art as much as a science. Making the right

Participants surveyed in October 1998

choices in developing an effective counter-

and October 2000 were contacted again

marketing program is often complicated and

in February 2001 to determine their

requires constant strategic focus, coupled with

ability to recall specific antitobacco ads

flexibility when needed. This manual presents

and to determine actual changes in

many of the lessons, subtleties, insights, and

smoking behavior. The results showed a

experiences of those who have learned first

strong correlation between confirmed

hand how to create a successful campaign.

awareness of the “truth” advertising campaign and reduced likelihood of beginning to use cigarettes and increased likelihood of quitting (Sly et al. 2001).


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Bibliography American Heart Association. Comments on Cigarette and Smokeless Tobacco Reports: Request for Public Comments. Federal Register 2001;66. Available at: http://www.ftc.gov/os/comments/tobaccocomments2/williamsbrian.htm. Accessed July 2, 2002. Bauer UE, Johnson TM. Assessing the Impact of Florida’s Pilot Program on Tobacco Control, 1998–2000: A Comprehensive Analysis of Data from the Florida Youth Tobacco Survey. Vol. 3, Report 2. Tallahassee, FL: Florida Department of Health, 2001. Bauer UE, Johnson TM. Changes in youth cigarette use and intentions: following implementation of a tobacco control program. Findings from the Florida Youth Tobacco Survey, 1998–2000. Journal of the American Medical Association 2000;284:723–8. Biener L. Adult and youth response to the Massachusetts anti-tobacco television campaign. Journal of Public Health Management and Practice 2000;6:40–4. Biener L, et al. Adults’ response to Massachusetts anti-tobacco television advertisements: impact of viewer and ad characteristics. Tobacco Control 2000;9:401–7. Centers for Disease Control and Prevention. Best Practices for Comprehensive Tobacco Control Programs— August 1999. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, August 1999. Reprinted with corrections. CDC. Cigarette smoking among adults—United States, 1999. Morbidity and Mortality Weekly Report 2001a;50(40);869–73. CDC. State Programs in Action. Exemplary Work to Prevent Chronic Disease and Promote Health. Atlanta, GA: USDHHS, CDC, 2003. CDC. Youth tobacco surveillance—United States, 2000. Morbidity and Mortality Weekly Report 2001b;50(SS-4):1–84. Federal Trade Commission. Cigarette Report for 2000; http://www.ftc.gov/os/2002/05/2002cigrpt.pdf, 2002. Accessed April 24, 2003. FTC. Report to Congress for the Years 1998 and 1999 Pursuant to the Comprehensive Smokeless Tobacco Health Education Act of 1986; 2001. http://www.ftc.gov/reports/tobacco/smokeless98_99.htm. Accessed July 19, 2002.

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Hopkins DP, Fielding JE, Task Force on Community Preventive Services, editors. The guide to community preventive services, tobacco use prevention and control: reviews, recommendations, and expert commentary. American Journal of Preventive Medicine Supplement, February 2001;20(2S). Hu T, et al. Reducing cigarette consumption in California: tobacco taxes vs. an anti-smoking media campaign. American Journal of Public Health 1995;85:1218–22. Independent Evaluation Consortium of The Gallup Organization, et al. Interim Report: Independent Evaluation of the California Tobacco Control Prevention and Education Program: Wave 2 Data, 1998; Wave 1 & Wave 2 Data Comparisons, 1996–1998. Sacramento, CA: California Department of Health Services, Tobacco Control Section, 2001. King C, Siegel M. The master settlement agreement with the tobacco industry and cigarette advertising in magazines. New England Journal of Medicine 2001;345:504–11. http://content.nejm.org/cgi/content/abstract/345/7/504. Accessed July 3, 2002. Norton GD, Hamilton W. Sixth Annual Report: Independent Evaluation of the Massachusetts Tobacco Control Program, January 1994 to June 1999. Prepared for the Massachusetts Department of Public Health. Cambridge, MA: Abt Associates, Inc., 2001. Pierce JP, et al. Tobacco Control in California: Who’s Winning the War? An Evaluation of the Tobacco Control Program, 1989–1996. La Jolla, CA: University of California, San Diego, 1998. Pierce JP, et al. Tobacco Use in California: An Evaluation of the Tobacco Control Program, 1989–1993. La Jolla, CA: University of California, San Diego, 1994. Sly DF, et al. Florida Anti-Tobacco Media Evaluation (FAME) Follow-up Report. Tallahassee, FL: Florida Department of Health, Florida Tobacco Pilot Program, University of Miami Tobacco Research and Evaluation Coordinating Center, 2001. Sly DF, et al. Florida Anti-Tobacco Media Evaluation 30th Month Report: “truth’s” Influence on the Rise and Other Considerations. Tallahassee, FL: Florida State University, Center for the Study of Population, 2000. U.S. Department of Health and Human Services. Reducing Tobacco Use: A Report of the Surgeon General. Atlanta, GA: USDHHS, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2000.


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Chapter 2

Planning Your CounterMarketing Program Planning is the foundation of your counter-marketing program. Although sound planning alone can’t guarantee success, it is a very important first step.

Effective planning helps you clarify exactly which aspects of the problem of tobacco use your counter-marketing program can affect and how you can use resources most efficiently to make the greatest impact. Planning helps you set clear objectives that will enable you to select and prioritize activities. Not only

In This Chapter

Seven Steps for Planning Your Counter-Marketing Program 1. Describe the Problem 2. Identify Target Audiences

does it guide program development, but it also helps you assess progress and

3. Draft Objectives

make choices that will enhance your program’s chances for future success.

4. Determine Approaches, Channels, and Program Strategies

Seven Steps for Planning This chapter describes the steps for planning your program (National Cancer Institute [NCI] 2002; Centers for Disease Control and Prevention [CDC] 2003). Although these steps are described here in sequence, planning is an integrat ed, not a sequential, process. Become familiar with each of these steps before you start. Planning is also an iterative process; much of the planning you do will incorporate multiple steps at once or require making changes to steps on which you have already worked.

5. Consider Collaboration 6. Plan for Process and Outcome Evaluation 7. Begin Program Development

Chapter 2: Planning Your Counter-Marketing Program

21

Here are the seven essential steps for planning a countermarketing program: 1. Describe the problem and identify how counter-marketing approaches can address it. 2. Identify and learn about target

audiences.

3. Draft counter-marketing

objectives.

4. Determine counter-marketing approaches, channels (pathways), and program strategies.

Step 1: Describe the problem and identify how counter-marketing approaches can address it. Before you start, review the tobacco control goal(s) your program will support. For exam ple, if the overall tobacco control program will focus on adult smoking cessation, then your counter-marketing program shouldn’t address smoking cessation in youth. If the overall program goals are to increase adult smoking cessation and to decrease exposure to second hand smoke, then you’ll need to develop counter-marketing plans to address each of these goals.

5. Consider collaboration. 6. Plan for process and outcome

evaluation.

7. Begin counter-marketing program development.

1a. Describe the problem. Once you have verified the program’s overall goal(s), you can identify the specific problem or issue to address. Make sure that everyone agrees on what the problem is and that you

With so many demands on your time, you may

have sufficient information to understand it

be tempted to skip some steps, but thorough

and describe it. The amount of information

planning will be worth the time invested. A

needed to develop a description of the prob

written plan will help you enlist the support of

lem depends on factors such as the following:

your organization’s management, partners, ■

stakeholders, and funding sources, and to

organization has with the issue

respond to critics by defending the choices you have made.

■

■

How much research is needed to justify

you begin. You also may want to review

your decision to your organization and

CDCynergy for Tobacco Prevention and Control,

to potential critics of your program

CDC’s CD-ROM-based planning tool that includes several tobacco-related case studies (CDC 2003).

22

How much information is available on the issue in your area or in a similar locale

The sample Counter-Marketing Strategic Planning Worksheet (Appendix 2.1) can help

How much experience your


Be specific in describing the problem. The problem description should include:


What Works? Counter-marketing programs with the following characteristics are more likely to succeed (Backer et al. 1992; NCI 2002): ■

Specific outcomes. Program objectives should be clear and specific. General descriptions don’t provide enough direction for program design or evaluation. (See Step 3 for tips on developing objectives that are specific, measurable, achievable, relevant, and time-bound [SMART].)

■

Multiple target audiences. Many outcomes involve multiple target audiences. For example, if prevention of smoking by adolescents is the goal, you may want to reach teens in different social or age groups, parents, and teen “influencers” (e.g., sports coaches or older siblings) with your program’s messages and interventions, assuming the budget is adequate to address all of them.

■

Multiple tactics. Integrating multiple tactics (e.g., combining advertising with advocacy and media literacy) into a unified counter-marketing campaign can help a program address a problem in different ways and thus enhance its effectiveness.

■

Multiple types of change. Many outcomes call for changes in individual behavior as well as other types of change (e.g., a shift in policy or environmental norms) that will support or contribute to behavior change.

■

Messages that directly support intended changes. General awareness or prevention messages (e.g., “don’t smoke” or “smoking is harmful”) rarely are enough. Messages should be specific and should directly contribute to achieving the intended changes (e.g., encouraging people to call a quitline).

■

Tailored messages and activities. Appropriate messages and activities are likely to differ for different target audiences and at different times in the program, depending on the perceptions, needs, interests, and behaviors of the audience.

■

Formative research. Research to glean key insights about target audiences is essential to guide you in program design and to help you determine the most effective strategies, messages, and activities. Research is equally important for programs that target teens, adult smokers, policy makers, or any other targeted group.

■

Consistency. Although the program’s messages and activities are tailored for each audience, they all must support strategies designed to reach the tobacco control program’s overall goals.

■

Commitment over time. Successful programs commit to the long term, recognizing that changes in behavior take time. Initial indicators of progress don’t always mean that changes will be maintained.

■

A focus on changing social norms. Over the long term, changes in social norms that demonstrate acceptance of the desired outcomes are true indicators of the program’s success.


23

■

Who is affected and how

■

The severity of the problem, along with

■

Youth Risk Behavior Survey, the Youth Tobacco Survey, and the Behavioral Risk

data used to measure the severity ■

Who can positively influence the

Behavioral surveys such as the national

Factor Surveillance System survey ■

situation or the affected group

Consensus statements and recommen dations by national organizations, such as the tobacco cessation guidelines

1b. Describe who is affected.

published by the Agency for Healthcare

If possible, describe subgroups that may be

Research and Quality

affected disproportionately by the problem. These subgroups should be sufficiently large

■

ment information on tobacco control

and sufficiently different from one another and

issues (e.g., http://www.healthfinder.gov

the general population to justify distinction.

and http://www.cdc.gov/tobacco)

Subgroup descriptions can include: ■

Demographic information (e.g., age,

■

tions conducted in developing their

family income)

■

programs

Geographic information (e.g., location of residence, school, and work)

Relevant qualitative and quantitative research that other states or organiza

gender, race/ethnicity, education, and

■

Web sites that list sources of U.S. govern

■

Database searches for journal articles and scientific reports (e.g., CDC/OSH’s

Psychographic information (e.g.,

Smoking and Health Database

attitudes, opinions, intentions, beliefs,

(http://www.cdc.gov/tobacco/search/)

and values)

and MEDLINE (http://medline.cos.com/)

You should become familiar with sources of available data that can help describe the population, the severity of the problem, and the ways to measure change. (See Chapter 5: Evaluating the Success of Your CounterMarketing Program and the Resources section of this manual for more information.) Indivi duals in your state programs for chronic disease or health statistics or others with epidemiologic training or experience can help you find relevant data sources. Here are some examples:

1c. Refine the problem statement. As additional information becomes available, refine your problem statement by adding more detailed descriptions of the subgroups affect ed. For example, if the original problem state ment identified a higher rate of adolescent smokers in a certain city, further investigation may reveal that the smokers were 11th and 12th graders in inner-city schools. A review of the scientific literature and of successful tobacco control programs elsewhere may also reveal

■

Surgeon General’s reports

that their intentions to smoke were influenced by parents, athletic coaches, and peers.

24



1d. Assess factors that can affect the campaign: strengths, weaknesses, opportunities, and threats (SWOTs). Before you progress too far in your planning,

■

Political support for, resistance to, or potential criticism of efforts to address the problem

■

do a reality check. Assess strengths, weak

Policies or lack of policies that can help or hinder your efforts

nesses, opportunities, and threats (SWOTs). First, ask yourself the following questions to

■

Barriers to behavioral or environ

determine whether your organization is ready

mental change or both, including

to address the problem:

activities of adversaries

■

■

Does your organization have the

Also, ask what other states or organizations are

necessary authority or mandate?

doing to address the problem:

Do you have or can you acquire the necessary expertise and resources?

■

■

■

What have they learned?

■

Do they have information or advice to

Will you be duplicating the efforts

help you plan (e.g., advice about target

of others?

ing, budgeting, and evaluating)?

How much time do you have to address

■

From their perspective, what gaps exist in media coverage/advertising,

this issue?

community activities, materials, and ■

What can you accomplish in that time?

Then identify your assets and your barriers. Consider the following factors: ■

Available resources, including funds, time, and personnel and their skills

■

target audiences? ■

Are there opportunities for collaborative ventures, especially if key goals and target audiences are the same?

Experienced colleagues and contacts at other

The level of your organization’s

state health departments can offer suggestions

commitment to addressing the issue

or advice as you conduct this assessment. In addition, CDC’s Web-based State Information

■

The roles of other concerned or involved groups and whether there is a gap, an opportunity for partnering, or potential overlap in areas being addressed

■

Forum (http://ntcp.forum.cdc.gov) contains a large collection of state tobacco control doc uments that you might find useful. Keep all the information gained through this assess

Whether sound guidance is available to

ment in mind as you develop the counter-

address the problem

marketing program.


25

1e. Review relevant theories and models.

knowledge, beliefs, and behaviors), so you can

Your program planning may be helped signifi

eye on your program objectives.

cantly by a review of theories and models that

In Step 1, you identified who was affected by

offer perspective on the target audiences and

the problem, but the people affected may

the steps that might influence them (NCI

constitute a broad population. One or several

1995). Theories can help to explain why prob

target audience(s) should be selected on the

lems exist, what you need to know about the

basis of shared characteristics. For example, if

target audience, and what you need to do to

the problem you’re addressing is that more

influence change. Theories and models also

middle school students are starting to smoke

can help guide you in choosing realistic

cigarettes, you may want to target middle

objectives, determining effective strategies

school students who are at risk of starting to

and messages, and designing an appropriate

smoke.

plan appropriate activities while keeping an

evaluation. No single theory dominates the design of a counter-marketing program,

If reliable data on a certain group are not avail

because issues, populations, cultures, contexts,

able, you may need to conduct qualitative or

and intended outcomes vary. Many programs

quantitative research or both to learn enough

are based on several theories. Best practices in

to make sound planning decisions. For

counter-marketing are discussed in this

example, in Massachusetts, the prevalence of

manual. Table 2.1, from the National Cancer

cigarette smoking was significantly higher

Institute’s Theory at a Glance: A Guide for

among physically disabled individuals than

Health Promotion Practice (NCI 1995),

among other groups, but other descriptive

summarizes some key theories.

data were lacking, so the state conducted research to further understand this audience.

Step 2: Identify and learn about target audiences. Understanding the target audience(s) before

26

(See Chapter 3: Gaining and Using Target Audience Insights for more information on conducting research.)

you plan and develop your program is essen

In some cases, the target audience(s) may not

tial. To be successful in influencing them, you

be the affected population. Let’s say you want

will need to understand the problem and

to decrease illegal tobacco sales to students.

potential changes from the point of view of the

Your target audiences might be decision

target audience(s). Before you start to plan the

makers, such as school officials, who can set

program, define the audience you want to

policies about tobacco use on or near school

reach and the results you want to achieve and

property; community opinion leaders, who

determine how to measure those results. (See

can increase community interest in taking

Step 3 for information on defining objectives.)

action to decrease illegal sales; and merchants,

Also, find out about the target audience (e.g.,

who control access to and availability of

lifestyle, attitudes, environment, culture,

tobacco products. If you want to affect



Table 2.1: Summary of Theories: Focus and Key Concepts

Theory

Focus

Key Concepts

Individual Level Stages of Change Model

Individuals’ readiness to change or attempt to change toward healthy behaviors

• Precontemplation • Contemplation • Decision/determination • Action • Maintenance

Health Belief Model

Individuals’ perception of the threat of a health problem and the appraisal of recom mended behavior(s) for preventing or managing the problem

• Perceived susceptibility • Perceived severity • Perceived benefits of action • Perceived barriers to action • Cues to action • Self-efficacy

Consumer Information Processing Model

Process by which consumers acquire and use information in making decisions

• Information processing • Information search • Decision rules/heuristics • Consumption and learning • Information environment

Interpersonal Level Social Learning Theory

Behavior explained via a three-way, dynamic reciprocal theory in which personal factors, environmental influences, and behavior continually interact

• Behavioral capability • Reciprocal determinism • Expectations • Self-efficacy • Observational learning • Reinforcement Continues


27

Table 2.1: Summary of Theories: Focus and Key Concepts (cont.)

Theory

Focus

Key Concepts

Community Level Community Organization Theories

Emphasis of active community participation and development of communities that can better evaluate and solve health and social problems

• Empowerment • Community competence • Participation and relevance • Issue selection • Critical consciousness

Organizational Change Theory

Processes and strategies for increasing the chances that healthy policies and programs will be adopted and maintained in formal organizations

• Problem definition (awareness stage) • Initiation of action (adoption stage) • Implementation of change • Institutionalization of change

Diffusion of Innovations Theory

How new ideas, products, and social practices spread within a society or from one society to another

• Relative advantage • Compatibility • Complexity • Trialability • Observability

Source: NCI 1995

pregnant women who smoke, you might target

graders whose parents smoke, who are less

spouses or partners. Changing the behavior of

likely to be honor roll students, and who are

their partners supports the pregnant women’s

more likely to be on their own in the afternoons.

attempts to quit smoking and reduces their exposure to secondhand smoke.

28

One exception to this rule may be the targeting of smokers for cessation. A recent global

The more specifically you can target an

review of smoking cessation campaigns indi

audience, the more likely you are to develop

cated that smokers who are targeted narrowly

approaches that will be appropriate to the

(e.g., those most ready to stop smoking) may

audience’s interests and needs. For example,

mentally exclude themselves from the cate

you wouldn’t target all middle school students

gory and deny that the message is meant for

in three counties if you could more specifically

them, because they know how difficult it can

and appropriately target those most likely to

be to stop smoking. Programs found greater

smoke cigarettes, such as seventh and eighth

success in prompting smokers to call quitlines



when all smokers were included in the

This review may leave you with many options.

message’s target. Also helpful were messages

Answering the following questions will help

targeting smokers by undeniable character

you to prioritize the audience(s) for the

istics, such as pregnancy or ethnic back

campaign (CDC 2003):

ground (Schar and Gutierrez 2001). ■

2a. Clearly define the audience you want to reach and the result to be achieved.

Which audiences represent the highest priorities for reaching the key tobacco control goals?

■

Two steps that will help to set the parameters

Which audiences can be most easily reached and influenced?

of your program are defining subgroups of an affected population sharing common

■

portionately by the health problems

characteristics (audience segmentation) and

associated with tobacco use?

selecting one or more subgroups—your target audience(s). Because no one program can do

■

everything for everyone, choosing a target audience provides a focus for the rest of your

■

What is the problem?

■

What is the solution or desired outcome?

■

Who is most likely to be able to make

Which audiences are most unique and identifiable?

■

following questions: ■

Which audiences are large enough to justify intervention?

planning decisions. To select your target audience, review the

Which audiences are affected dispro

Which audiences are most vulnerable to the health problems?

■

In which audiences would countermarketing efforts duplicate the efforts of an existing program or campaign?

the desired changes happen?

■

Which audiences, if any, have higher or lower priority because of political

■

How specifically can you describe this

considerations?

group or groups—the target audience(s)? ■

How large is each group? (Each group

2b. Find out more about the target audiences.

should be large enough to make a

What “drives” the actions and behaviors of

difference in the problem but should not

audience members, what interests and

include so many types of people that you

appeals to them, and where you can reach

can’t tailor your efforts with enough

them are essential pieces of information for

specificity.)

program design. Also, take the time to understand, not simply make assumptions


29

about, cultural contexts that influence how

seeking professional help for medical

target audiences live, perceive their environ

problems, and feelings about the import

ment, and make decisions. (See Chapter 4:

ance of individual rights over group

Reaching Specific Populations for more

rights)? If tobacco use is perceived as

information on these groups.)

beneficial, what barriers to change must be addressed?

Chapter 3: Gaining and Using Target Audience Insights discusses a variety of methods for

Are there social, cultural, and economic

conducting market research to learn more

factors to consider? For example, does a

about your audience(s). You’ll need to answer

high percentage of the target audience

the following questions about the target

report that it is difficult to turn down a

audiences to plan an effective program:

cigarette offered at a party? Do some

■

What are the attitudes and beliefs of the target audience about problems and behavior associated with the tobacco control problem? Are there misconcep tions that need to be corrected?

■

30

■

individuals use cigarettes as a positive symbol because of cultural beliefs and practices? Does the price of cigarettes influence the number of cigarettes smoked? Do some smokers find ways around pricing changes, such as steal

What other attitudes and beliefs could

ing, getting cigarettes from friends and

influence behavior related to tobacco

family, or buying “loosies” (single

use (e.g., perceptions of “cool” that

cigarettes typically sold at small

include tobacco use, openness to

convenience stores or on the street)?



■

Where can audience members be

preferences and proficiencies, religion,

reached? In the community? In school?

ethnicity, generational status, family

At home? Through television? Radio?

structure, degree of acculturation, and

Print? Interactive media? (It helps to

lifestyle factors such as food and activity

know about a typical day in the life of

preferences)

an audience member.) ■

■

Preferences, including places where they

What are the audience’s preferences in

might be receptive to activities; media

terms of learning styles, appeals, lang

use; and types of messages, sources, or

uage, and tone of messages? Some

sponsors perceived as credible

people learn through reading and ■

contemplation; others prefer discussion.

and feelings that indicate the audience’s

Some may be motivated by positive

willingness to accept and act on the

appeals; while others may be more

information provided (i.e., their

influenced by fear and other negative

readiness to change)

emotions. For example, the promise of a healthy baby might motivate a pregnant woman to quit smoking, while the threat of serious heart disease might

Behaviors, knowledge, attitudes, values,

Step 3: Draft counter-marketing objectives.

move a middle-aged man with

Defining your counter-marketing objectives

borderline hypertension to quit.

will help you to determine the messages you’ll use and to set priorities among possible strate

■

What are the audience’s preferences in terms of activities, vehicles, and involvement in the issue of tobacco? Some smokers may prefer to quit on their own; others may welcome access to a quitline counselor.

Your counter-marketing plan should include the following information about each of your target audiences: ■

Demographics (e.g., gender, age,

gies and activities. Your objectives serve as a kind of contract or agreement about your program’s purpose, and they establish the outcomes that should be measured. Objectives should reflect the results expected from the counter-marketing program within the given time frame and within the context of a comprehensive tobacco control program. In general, counter-marketing programs can: ■

educational attainment, occupation,

tobacco use and about the tobacco

income, family situation, and location

counter-marketing campaign

of residence, work, and school) ■ ■

Community norms and cultural and lifestyle characteristics (e.g., language

Raise awareness about the problem of

Build knowledge about the specifics of the issues associated with tobacco use and prevention


31

■

Shape or shift individual attitudes or

■

values, contributing to behavior change ■

Change community norms

■

Result in simple actions (e.g., asking for

have related to the tobacco problem, and among which affected or influential populations? ■

help or information) ■

How much change do you expect? By when? (Include intermediate milestones that will help you identify progress.)

Win broad public support for tobacco control issues

What specific effect do you hope to

Setting achievable objectives is important.

More specifically, counter-marketing activities

Many efforts fail because of unreasonable

designed to support health policy or enforce

objectives. For example, achieving anywhere

ment of health-related laws, such as a ban on

near 100 percent change is generally impos

tobacco sales to minors, might be expected to:

sible. If you plan to specify a numerical goal for a particular objective, an epidemiologist,

■

Frame a health policy issue to make it relevant to more people

■

statistician, or advertising or marketing expert can offer guidance on reasonable rates of

Reward retailers who refrain from

change. (For example, commercial marketers

selling tobacco products to minors

often consider a 2- to 3-percent increase in sales to be a great success.) Also, you should

■

Increase support for a tobacco

bring your evaluator into the process when

control policy

you are ready to draft objectives for the

Counter-marketing activities designed to

counter-marketing program.

support tobacco cessation or other tobacco-

Don’t let fear of failure keep you from setting

related health services might be expected to:

measurable or achievable objectives. Without

■

Communicate the benefits of cessation or the risks of continuing to use tobacco

them, you have no way of showing that you have succeeded or are making progress, which could reduce support for your program.

■

Increase support for coverage of smoking cessation programs under private and public insurance

Chapter 5 offers more information on developing objectives, but here are some SMART tips:

■

Prompt use of population-based counseling services, such as quitlines

■

Specific. Be as specific as possible. For example, state that the program will

32

Your objectives also should specify the impact

“increase by 10 percent the number of

you want the program to have on the tobacco-

health care providers who counsel

related problem and should support your

pregnant women to quit smoking,” rather

organization’s broader goals for tobacco

than stating that it will “increase smoking

control. You should write objective(s) that

cessation among pregnant women.” Use

answer these questions:

specific verbs such as “improve,” “increase,”



■

“promote,” “protect,” “minimize,” “prevent,”

who call the state quitline and attempt to stop

and “reduce” to describe objectives.

smoking by the end of 2003. In addition to

Measurable. Clear objectives (“increase by 25 percent”) will guide evaluation design and allow you to track progress. Also, determine how you’ll measure

counter-marketing, other strategies and tobacco control activities conducted over a period of time are likely to be needed to change behaviors, policies, and social norms.

results. Will the measurement rely on existing data or will new sources of data be needed? ■

Achievable. Objectives should be realistic. Explore what degree of change is reasonable to expect within your program budget and your timeline for program implementation.

■

Step 4: Determine countermarketing approaches, channels, and program strategies. Now you can begin to develop a detailed plan. Select which counter-marketing approaches and channels you’ll use; then define program strategies. Although these decisions are des cribed here in sequence, they are interrelated.

Relevant. Objectives should be related to

In most cases, these decisions will be made

your program’s overall goals and should

together, not sequentially.

be logical, based on what you plan to do. ■

Time-bound. Determine the time frame during which you expect certain changes to take place.

4a. Review and select the countermarketing approaches to use. Five counter-marketing approaches are described here: advertising, public relations,

An example of a SMART objective might be to

media advocacy, grassroots marketing, and

increase by 20 percent the number of smokers

media literacy. Most of this manual is devoted


33

to helping you to plan and implement these

adversaries or competitors; and

specific counter-marketing tactics, and each

provide a quick response to issues

one is discussed in detail in a separate chapter.

and events as they arise.

Instead of jumping to conclusions about the

– Public relations can’t guarantee a

approaches to use, consider which are most

story’s placement, exposure, focus,

likely to help you reach your objectives. Here’s

slant, content, or accuracy.

a quick look at these approaches, along with examples of what they can and can’t contribute

■

Media advocacy is the strategic use of media and community advocacy to

to your counter-marketing program:

create social or policy change. ■

Advertising is a communication tactic in which messages are repeatedly delivered

– M edia advocacy can help communi

directly to a mass audience. Advertising

ties create lasting environmental

permits control over the message’s tone,

change.

content, and amount of exposure.

– M edia advocacy can’t guarantee indi vidual behavior change based on new

– Advertising can communicate a

information.

single, simple message to many people, change attitudes, create an

■

image for the campaign, and expose

people in the community as participants

the practices of adversaries or

in a counter-marketing program.

competitors.

– G rassroots marketing can get people

can’t provide complex – Advertising

in the community involved in the

information, feedback, or services. ■

issue or program, create interpersonal

Public relations is used to reach target

exposure to the message, channel

audiences through “earned” media

feed-back, and build community

coverage—coverage of the program and

support.

issue generated through activities and

– G rassroots marketing can’t be tightly

relationships with reporters and other

controlled or expose a broad audience

media gatekeepers. – Public relations can establish ongoing relationships with media, stake holders, opinion leaders, and others; reach audiences with information and messages often seen as more credible than advertising; gain public support and create a positive environment for the program; expose the practices of

34

Grassroots marketing is used to involve


to a very specific message. ■

Media literacy helps people ask ques tions about what they watch, see, and read. It helps them critically assess how the mass media normalize, glamorize, and create role models for unhealthy lifestyles and behavior. Also, it includes an examination of techniques, technologies,


and institutions involved in media

■

production.

approaches best addresses the problem and your program objectives?

– Media literacy can help change attitudes, teach people to recognize

Which approach or combination of

■

how messages are used to influence

Which options are most appropriate for your target audience(s)?

them, and show them how to counteract those messages by

■

tion afford and successfully implement,

developing their own messages.

taking into account the available skills,

– Media literacy can’t change industry

budget, and experience?

marketing practices or replace classes or programs that explain tobacco’s impact on health. Combining several approaches is usually better than using just one. Any approach you choose must fit into your broader strategy. The best advertising or public relations work won’t

Which approach(es) can your organiza

■

Could any of the approaches cause undesirable or unintended effects, such as public or political criticism?

4b. Review and select the channels to use.

make up for a lack of strategy. The following

Channels are pathways used to deliver pro

questions can help you decide which

gram messages, materials, and activities to

approaches to use:

your target audience. Channels can be cate gorized into four broad groups: interpersonal,


35

community and organizational, mass media,

other people and can influence policy. They

and interactive media channels.

may include physicians and other health care

Interpersonal channels put health messages in a familiar context. Examples of inter personal channels to reach intended audiences are physicians, friends and family members, counselors, parents, clergy, educators, and coaches. These channels are more likely to be trusted and influential than are mass media sources. Developing relationships with and creating messages and materials for inter personal channels may take some time, but these channels are among the most effective,

leaders; business and union leaders; and “rule makers,” who control the audience’s environ ment (e.g., teachers, parents, policy makers, and law enforcement personnel). Community leaders can disseminate messages broadly to groups or become part of an interpersonal channel. Also, garnering the support of many organizations that work together toward a common goal can create a “critical mass” resulting in a bandwagon effect for your efforts.

especially for affecting individual attitudes,

Mass media channels offer many opportun

skills, and behavior/behavioral intent.

ities for dissemination of a message. Examples

Influence through interpersonal contacts may

of mass media channels are radio, broadcast

work best when the person is already familiar

and cable TV, magazines, direct mail, bill

with the message, for example, from hearing it

boards, and newspapers. The opportunities

through the mass media. Similarly, mass

provided include mentions in news programs;

media approaches are most effective at

entertainment programming (“entertainment

changing behavior when they’re supple

education”); public affairs, “magazine,” and

mented with interpersonal channels.

interview shows (e.g., radio call-in programs);

Community and organizational channels can reinforce and expand on other media mes sages and add credibility and legitimacy. Community groups and organizations can disseminate your materials, hold events, and offer instruction related to your message. Establishing links with these groups can be a shortcut to developing interpersonal channels

36

professionals; religious, political, and social

live remote broadcasts; editorials on TV and radio and in newspapers and magazines; health and political columns in newspapers and magazines; posters; brochures; advertising; and public service campaigns. You may decide to use a variety of formats and media channels, but you should choose the ones that are most likely to effectively reach your audience(s).

to your audience(s). Community and organi

Mass media campaigns are a tried and true

zational channels, like interpersonal channels,

approach. They’ve been conducted on topics

can offer support for action and can function

ranging from general health to specific dis

in two directions. They allow discussion and

eases, from prevention to treatment. Overall,

clarification, encouraging motivation, and

research has demonstrated that mass media

reinforcing action. Community leaders can be

approaches are effective in raising awareness,

effective channels, because they influence

stimulating an audience to seek information



and services, increasing knowledge, changing

and kiosks). These media channels allow

attitudes, and even achieving some change in

delivery of highly targeted messages to and

behavioral intentions and behaviors (Snyder

feedback from the audience. Your program can

and Hamilton 2002). However, behavior

use these media to send individual messages

change is usually associated with long-term,

via e-mail (electronic mail) and post-program

multiple-intervention campaigns, rather than

messages, such as information about health-

with one-time, communication-only programs

related campaigns on popular Web sites, to

(Smith 2002). Mass media campaigns also can

create and display ads, to survey and gather

contribute to changes in social norms and to

information from computer users, to exchange

other collective changes (e.g., policy and

ideas and ready-to-use materials with peers

environmental changes) (Hornik 2002).

and partners, and to rally or demonstrate

Interactive media channels are useful now and may have even greater reach in the future. Examples include Web sites, Internet bulletin boards, newsgroups, chat rooms, CD-ROMs,

support for a policy or issue. Before choosing an interactive channel, you’ll need to deter mine whether it’s accessible and whether your audience is comfortable with it. To identify possible channels for reaching your audience, find answers to the following questions: ■

Where can you reach audience members (e.g., at home, at school or work, in the car, on the bus or train, or at a community event)?

■

When are they most likely to be attentive and open to your efforts?

■

Where can they act on your message?

■

In which places or situations will they find your messages most credible and influential?

■

Which places or situations are most appropriate for the counter-marketing approaches you are considering?


37

The use of several channels has been most effective in producing desired results, including behavior change (NCI 2002). Using a combination of channels not only improves your chances of reaching more members of your audience(s), it also can increase the repetition of your message, which in turn increases the chance that the audience will be exposed to it often enough to inter nalize and act on it. Finally, some messages may seem more legitimate when they come from several sources or

physicians’ recommendations; and print

channels.

ads may deliver a complex message

Here are some tips for selecting channels to include in your program: ■

■

sound. For these reasons, the best app roach often is to use multiple channels

tives, and decide how the approaches

to take advantage of the strengths of

described in this manual can be used

each channel. Table 2.2 lists some of the

with those channels.

pros and cons of different channels.

Select channels and activities that fit resources.

4c. Draft program strategies. A strategy is the approach you plan to take with a specific audience. Although you may develop

Consider the attributes and limitations

many different materials and use a variety of

of each type of channel. For example,

activities, your strategies are guiding principles

electronic media can reach many people

for all your products and activities.

quickly to inform and create awareness, but they may not be as suitable as other channels for more complicated mes sages and purposes. The recommend ations of physicians may be persuasive to smokers but may not reach many people; TV ads may reach many people but may not be as credible as

38

engaging, because they lack action and

Choose channels that suit your objec

your budget, time constraints, and

■

better than TV can but may not be as


The strategy includes everything you need to know to work with your audience. It defines the audience, states the action audience members should take, tells how they will benefit (from their perspective, not necessarily from a public health perspective), and explains how you can reach them. The strategy is based on knowledge


Table 2.2: Counter-Marketing Channels and Activities: Pros and Cons

Channel

Activities

Pros

Cons

Interpersonal • Influential adults

• Hotline counseling

• Can be credible

• Can be expensive

• Health care providers

• Patient counseling

• Permit two-way discussion

• Can be time consuming

• Family members • Friends

• Instruction • Prompted, informal discussion

• Can be motivational, influential, supportive

• Can have limited reach of intended audience

• Most effective for teaching and helping/ caring

• Can be difficult to develop; sources need to be con vinced and taught about the message themselves

• Town hall and other events

• May be familiar, trusted, and influential

• Can be time consuming to establish

• Organizational meetings and conferences

• May provide more motivation or support than media alone

• May not provide personal ized attention

• Workplace campaigns

• Can sometimes be inexpensive

• Media literacy

• Can offer shared experiences

Organizational and Community • Schools • Employers • Community groups

• Can reach larger audience in one place

• Organizational constraints may require message approval • Control of messages may be lost if they are adapted to fit organizational needs

Mass Media • Newspaper

• Ads (paid or public service)

• Can reach broad audiences rapidly

• Coverage demands a newsworthy item

• News

• Can convey health news/breakthroughs more thoroughly than TV or radio and faster than magazines

• PSA placement virtually nonexistent

• Feature stories • Letters to the editor • Op-ed pieces

• Exposure usually limited to one day

• Audience has chance to clip, reread, contemplate, and pass along material • Small papers may take print public service announcements (PSAs) Continues


39

Table 2.2: Counter-Marketing Channels and Activities: Pros and Cons (cont.)

Channel

Activities

Pros

Cons

Mass Media (cont.) • Radio

• Ads (paid or public service) • News • Public affairs/ interview shows • Dramatic program ming (entertainment education)

• Range of formats available to intended audiences with known listening preferences • Opportunity for direct audience involvement (through call-in shows and remotes) • Can use ad scripts (called “live-copy ads”), which are flexible and inexpensive • Paid ads or specific programming can reach intended audience when they are most receptive • Paid ads are relatively inexpensive • Ad production costs are low relative to TV

• Reaches fewer people than TV • Although cheaper than TV ads, paid ads still may be too expensive • PSA placement runs infrequently and at low listening times • Feature placement requires contacts and may be time consuming • Many stations have limited formats that may not be conducive to health messages • Difficult for audiences to retain or pass on material • Stations consolidating; fewer local choices

• Ads’ message and execution can be controlled • Televison

• Ads (paid or public service) • News • Public affairs/interview shows • Dramatic program ming (entertainment education)

40

• Potentially the largest and widest range of audiences • Visual combined with audio good for emo tional appeals and demonstrating behaviors • Can reach low-income audiences


• Ads are typically expensive to produce • Paid advertising may be too expensive • PSA placement may run infrequently and at low viewing times • Feature placement requires contacts and may be time consuming


Table 2.2: Counter-Marketing Channels and Activities: Pros and Cons (cont.)

Channel

Activities

Pros

Cons

Mass Media (cont.) • Paid ads or specific programming can reach intended audience when they are most receptive • Ads’ message and execu tion can be controlled

• Message may be obscured by commercial clutter • Increased channel options have fragmented audiences (some channels reach very small audiences)

• Opportunity for direct audience involvement (through call-in shows)

• Promotion can result in huge demand

• Can reach large numbers of people rapidly

• Can be expensive

• Can be difficult for audi ences to retain or pass on material

Interactive Media • Internet

• Web sites • E-mail lists

• Many audiences may not have access to the Internet or skills to use it

• News groups

• Information can be instantaneously updated and disseminated

• Ads (paid or public service)

• Information can be controlled

• Audience must be proactive; they must search or sign up for information

• Can reach specific audiences and provide personalized information

• News groups and chat rooms may require monitoring

• Can be interactive and engaging

• Can require maintenance over time

• Can provide health infor mation in a graphically appealing way

• Thousands of healthoriented Web sites and listservs exist, so size of audience may be small

• Chat rooms

• Can combine the audio and/or visual benefits of TV or radio with the selfpacing benefits of print media

• Users typically scan Web sites quickly and may not attend to health messages

• Can use banner ads to direct audience to your Web site This table was adapted from NCI 2002.


41

of the audience, guided by market research and

in future years. After several years, you can

theories and models of behavior, and tempered

have a comprehensive program in place.

by the realities of organization roles, resources, and deadlines. You’ll need to develop a strategy statement that translates this information into a cohesive

For each of your target audiences, write a strategy statement that includes the following elements: ■

document articulating what you’ll do, and

Target audience profile. The description will be most useful if you describe one

you’ll need to ensure that all key decision

person in the audience, rather than

makers agree with it. You may be tempted to

describing the group. The information

skip this step. Don’t skip it. Having an

you gathered in Step 2 should be used

approved strategy statement will save you time

here.

and effort later. Developing the statement provides a good test of whether there’s enough

■

a result of exposure to your program.

information to begin developing messages. It

The action should be based on the

offers an opportunity to convince your

objectives you drafted in Step 3.

organization and partners to buy into your program. The statement also can serve as the

Action you want the audience to take as

■

guideline for all your materials and activities.

Obstacles to taking action. Common obstacles include audience beliefs, social norms, time or peer pressures,

At this stage in the planning process, you

costs, ingrained habits, misinformation,

should involve experts in advertising, media

and lack of access to products, services,

advocacy, marketing, or related fields, depend

or program activities. The additional

ing on the approaches you’ve selected. If you’re

information you gathered about the

working with partners, they might be a part of

audience in Step 2 should help you

this program design team. Evaluation experts,

identify obstacles.

if they aren’t already involved, also should join the team at this point.

■

Benefit the audience will perceive as sufficiently valuable to motivate them

This stage also is a good time to do another

to take action. Many theories and

reality check. As you develop your strategy,

models of behavior change suggest that

make sure you have the budget and other

people take action or change their beha

resources to include all the approaches and

vior because they expect to receive some

channels you have identified. It’s better to limit

benefit (e.g., have more energy, save

your activities and do fewer things well than to

money, live longer, or gain acceptance

stretch modest resources across many strate

from peers) that outweighs the cost (e.g.,

gies and targets. Think for the long term: you

time, money, or potential loss of stature

may want to start with one target audience and

among peers).

one approach and add program components

42



■

Reason(s) the benefit and the audi ence’s ability to attain the benefit should be credible and important to the audience (sometimes called the “reason to believe”). Support can be provided through hard data, peer testimonials about success or satis faction, demonstrations of how to perform the action (if audience members doubt their ability), or statements from people or organi zations the audience finds credible. Support should be tailored to the materials convey image through type

concerns of audience members about

face, layout, visuals, color, language, and

the action. For example, if they are

paper stock. Audio materials convey

worried that they can’t act as recom

image through voices, language, and

mended, a demonstration of the

music. In addition, video materials

behavior may give them the confidence

convey image through visuals, the

to act. If they question why they should

actors’ characteristics (e.g., clothing and

take the action or whether it will have

accessories), camera angles, and editing.

the promised health benefit, hard data or statements from credible people or

Developing a strategy is usually an iterative

organizations may be effective. If they

process; as you learn more about one element,

don’t believe they need to take the

other elements may need to be adjusted.

action, a peer testimonial may make

■

them reconsider.

4d. Develop a logic model.

Channels and activities that will reach

A logic model describes the sequence of events

audience members.

that will occur to bring about the change (objective) you have identified. This model is

■

The image you plan to convey through

often designed as a flowchart (see Figure 2.1).

the tone, look, and feel of messages and

A logic model is valuable because it accom

materials. You should convey an image

plishes several purposes:

that convinces audience members that the communication is directed at them

■

outcomes at a glance

and that it’s culturally appropriate. Image is conveyed largely through creative details. For example, printed

Summarizes program components and

■

Can display the infrastructure needed to support the program


43

Figure 2.1: Example of Logic Model for One Component of Youth Tobacco Use Prevention Advertising Campaign

■

Forces you to describe what you’re

planning in a simple way

■

Reveals any gaps in the logic behind your plans

Input

■

Describes what will happen over the course of your program, which will be

Funds for paid media

useful for working with stakeholders, partners, and evaluators

Activity Design industry manipulation ad

If you’ve identified several objectives and target audiences, you may need to develop several logic models. Chapter 5: Evaluating the Success of Your Counter-Marketing Program offers a more detailed look at logic models, but

Output Industry manipulation ad is aired on the stations and at the time to reach youth; youth potentially exposed

basically, your logic model(s) should include: ■

Inputs—what is necessary to conduct the program (e.g., trained staff and materials)

■

provide media-literacy training or hold

Short-Term Outcome Youth report awareness of the specific ad and react positively to it

Activities—what you will do (e.g., press conferences)

■

Outputs—what will happen as a result of activities (e.g., messages in the media as a result of public relations initiatives)

Intermediate Outcome Youth are more likely to believe that tobacco companies try to get people to smoke and less likely to believe smoking is cool

■

Outcomes—short-term results (e.g., changes in teens’ attitudes about tobacco advertising) and long-term results (e.g., lower youth smoking initiation rates)

Step 5: Consider collaboration. Working with other organizations can be a cost-

Long-Term Outcome Fewer youth report trying cigarette smoking

effective way to enhance your program’s credibi lity and reach. Many public health agencies seek partner organizations to serve as gatekeepers to reach target audiences. Think about partnerships with businesses, other government agencies, volunteer and professional organizations,

44



schools and community groups, the mass

Although working with other organizations

media, or health-related institutions. These

and agencies can greatly enhance what you

organizations can help you by providing:

can accomplish, be realistic about the poten

■

Access to a target audience

■

Enhanced credibility for your message

tial disadvantages of collaboration. Working with other organizations can: ■

or program, because the audience

identify the organizations, persuade

considers the organizations to be a

them to work with you, gain internal

trusted source ■

Be time consuming. You’ll have to

approvals, and coordinate planning,

Additional resources, either financial

training, or both.

or in-kind resources (e.g., volunteers, meeting space, and airtime)

■

Require altering the program. Every organization has different priorities

■

■

Added expertise (e.g., training

and perspectives, and partners may

capabilities)

want to make minor or major program changes to accommodate their structure

Cosponsorship of events

First, you’ll need to weigh the pros and cons to

or needs. ■

decide whether you want to collaborate. If you

Result in loss of ownership and control of the program. Other organizations

decide to find partners, you’ll need to consider

may change the schedule, functions, or

what types of partners you want.

even the messages and take credit for the program.

5a. Decide whether to collaborate. In determining whether to recruit partners, consider these questions: ■

Which organizations have similar goals

Decide in advance how much flexibility you can give partners without violating your pro gram’s integrity and direction and your own organizational procedures.

and might be willing to work with you? ■

Which types of partnerships would help to achieve the objectives?

5b. Consider criteria for partner participation. Once you’ve decided to partner with other

■

How many partners would your pro

organizations, you should be selective in

gram need? You might want to partner

choosing partners. Consider which organ

with one or a few organizations for

izations meet the following criteria:

specific projects, or you may need to

■

rally the support of many organizations.

■

Would best reach your audience(s)

Will the collaboration compromise

■

Are likely to have the most credibility

your message?

and influence with your audience(s)


45

■

■

Would be easiest to persuade to work

Work with your evaluation experts on

with you (e.g., organizations where you

evaluation plans. If they have participated in

have a contact)

the program planning, they will better under

Would require less support or fewer resources from you

stand what you’re trying to do. Evaluation experts can help to plan an appropriate evaluation and to make decisions about data

Health care companies and other for-profit

collection methods and analysis. (See Chapter

organizations may be willing to work with you

5: Evaluating the Success of Your Counter-

even if their products or services aren’t related

Marketing Program for more information on

to your program. They may view partnering

planning for process and outcome evaluation.)

with your program as a way to provide a useful public service, improve their corporate image and credibility, or attract the attention of a particular sector of the public. You must consider whether a collaboration of this type will add value or jeopardize the credibility of your program.

Your objectives and logic model for the countermarketing program form the basis for design of the evaluation. A good evaluation plan should include both process and outcome measures: ■

Process evaluation shows whether your program’s components and flow of

Step 6: Plan for process and outcome evaluation.

activities worked the way you planned.

Evaluation is crucial for showing funding

any problems with implementing the

sources, partners, supporters, and critics what

program as designed.

you’ve achieved. Even though most evaluation

Process evaluation can help to identify

■

occurs later, you must plan for it at an early

Outcome evaluation shows whether you met your program objectives.

stage, to ensure that you have the budget and infrastructure to gather and analyze the infor

Including both types of evaluation will provide

mation you’ll use (CDC 1999). In addition,

a comprehensive “picture” of what happened

you’ll probably want to conduct a baseline

and why.

study of the target audiences’ current aware ness, knowledge, attitudes, and behaviors. Planning for the baseline study must be done early enough to implement the research before

As you plan for evaluation, keep these tips in mind: ■

Make sure your evaluation design is

the campaign begins. You’ll be able to deter

appropriate for the particular activity.

mine the progress of the campaign by com

Experimental designs are the gold

paring its results with information from the

standard of outcome evaluation. In

baseline study.

experimental design, a treatment group (people exposed to the program)

46



is compared with a control group

■

Determine the kind of evidence needed

(people who aren’t exposed). However,

for the outcome evaluation. One exam

this type of design often can’t be used to

ple is information for a report to your

assess counter-marketing activities,

funding agency or partners.

largely because untreated control groups may not exist for statewide or community-

■

have available or can collect and how

based efforts. Even if people aren’t

you’ll track changes related to desired

exposed to your activities, they are likely

outcomes. Determine how you will

to be exposed to some communication or

collect data and how often.

other intervention on the topic. Other options include quasi-experimental,

Consider the baseline measures you

■

Measure change against the program’s

cross-sectional, and case study designs.

specific objectives. These objectives

(See Chapter 5: Evaluating the Success of

should be consistent with, but may not

Your Counter-Marketing Program for

be identical to, your organization’s

discussion of these and other types of

general tobacco control goal.

design for evaluation.) ■ ■

Avoid having your program deemed a

Consider how the activities are expected

failure because it doesn’t achieve suffi

to work and the time frame. Then make

cient reach, frequency, or duration. Two

sure the activities are evaluated according

possible causes of such a failure, real or

to those expectations. For example, if you

apparent, are that activities aren’t funded

expect people to need at least five to eight

adequately or that they begin later than

exposures to your message before they’ll

expected and aren’t in place long enough

take action, you must allow sufficient

before outcomes are measured. Process

implementation time to achieve that level

evaluation can track the level of intensity

of exposure. If you expect people to take

and the duration of exposure to the

action immediately after exposure, then

message and can help you learn why

the outcome measurement should take

expected outcomes did or didn’t occur.

place soon after exposure. Conversely, if you don’t expect to see program effects for at least one year, outcomes shouldn’t be measured until then. ■

6a. Write questions about the program that you want the evaluation to answer. Planning for evaluation includes developing

Include process measures and mile

questions that you want the evaluation to answer

stones. This will allow you to assess

about the implementation and outcomes of your

progress and to determine whether you

program. Determine which key measures will be

need to make any changes in the

necessary to demonstrate to key decision makers,

program’s implementation.

funding sources, other stakeholders, staff, and the public at large that the program is making


47

progress toward its objectives. Questions may

sive. Look at what other states have done and

include the following:

what might be useful in supporting future

■

■

Did your counter-marketing program

efforts. Also, examine the evaluation designs

achieve the outcomes you expected

others have used and borrow what you can.

(e.g., increased awareness of program

Ask others what worked for them and what

messages and changes in knowledge,

changes they’d make in future evaluation

beliefs, and attitudes)?

designs.

What did target audiences think of your

In addition to designing the program evalua

program? Did they become involved?

tion, you’ll need to plan to pretest messages

Did it affect them in some way?

and materials. (See Chapter 3: Gaining and Using Target Audience Insights for more

■

■

Did partners contribute as expected?

information.) You also may want to consider

Why or why not? How might these

conducting a pilot test for your program. In a

partners want to work with you in the

pilot test, you run and evaluate your program

future?

in a limited area for a limited time, then make

Did you have an adequate level of

adjustments based on the test results, before

resources? Did you schedule enough

expanding the program. Consider pilot testing

time for program development and

if your program meets the following criteria:

implementation?

■

your organization

6b. Design the evaluation. To decide on the appropriate evaluation design, you’ll need to consider the

Designed as a new type of program for

■

Intended to become a large investment

■

Planned to cover many communities

■

Expected to continue over several years

following questions: ■

Which evaluation questions are most important? (You may have to decide

■

■

which ones you can realistically answer.)

Step 7: Begin counter-marketing program development.

What information will you need to

Now you’re ready to start putting the pieces

answer each evaluation question?

together. Program development and manage

How will you gather the information?

ment are discussed more fully in Chapter 6: Managing and Implementing Your Counter-

■

How will you analyze it?

By now, you may be thinking that good evaluation is beyond your capacity. It’s true

48

Marketing Program, but here are some key points: ■

Develop a communication plan that

that evaluation can be complex and costly, but

includes all the elements of your plan

it also can be relatively simple and inexpen

ning. It should be used to explain your



plans to those within your organization

Public Relations, Chapter 9: Media

and to others; support and justify budget

Advocacy, Chapter 10: Grassroots

requests; provide a record of where you

Marketing, and Chapter 11: Media

began; and show the program’s planned

Literacy for guidance.)

evolution. Some sections of the plan, such as implementation and process evaluation, may not be as detailed as others at this point. But you can always update the plan later. ■

Add a budget and a timeline that lists and assigns tasks and identifies deadlines.

■

Plan for testing messages, developing materials, organizing activities, negotiat ing partner roles, and conducting a program review for stakeholders.

The timeline should include every imaginable major task from the time you write the plan until the time you intend to complete the

■

■

Find out more about similar programs in

program. The more tasks you build into the

other states and how you may be able to

timetable, the more likely you’ll be to remember

use their “lessons learned” and any

to assign the work and stay on schedule. Also,

messages and materials they’ve

detailing the tasks will make it easier to deter

developed.

mine who’s responsible for completing tasks

Conduct any market research needed to

and what resources will be required. The

understand more about your target

timeline is a flexible management tool. You

audience’s culture, motivations, interests,

may want to review and update it regularly

and lifestyle.

(e.g., once a month), so you can use it to help manage and track progress. Computer-based

■

Begin to develop program activities.

tools, such as project management software,

(See Chapter 7: Advertising, Chapter 8:

can be especially useful for this task.

Points To Remember ■

Effective planning will help you: – Better understand the tobacco control issue you’re addressing – Identify the most appropriate approaches to bring about or support change – Create a counter-marketing program that supports clearly defined objectives

■

Your counter-marketing program plan should complement the broader tobacco control effort and overall plan.

■

Many of the planning activities in this chapter can be completed simultaneously.

■

A plan is a living document. As the program progresses, review the plan to clarify and revise it as needed.

■

Be prepared to evaluate what you do.


49

Bibliography Backer TE, et al. Designing Health Communication Programs: What Works? Newbury Park, CA: Sage

Publications, 1992.

Centers for Disease Control and Prevention. CDCynergy for Tobacco Prevention and Control (CD-ROM).

Atlanta, GA: U.S. Department of Health and Human Services, CDC, National Center for Chronic Disease

Prevention and Health Promotion, Office on Smoking and Health, 2003.

CDC. Framework for program evaluation in public health. Morbidity and Mortality Weekly Report 1999;

1748(RR–11):1–40.

Hornik RC, editor. Public Health Communication: Evidence for Behavior Change. Mahwah, NJ:

Lawrence Erlbaum Associates, 2002.

National Cancer Institute. Making Health Communication Programs Work: A Planner’s Guide. Bethesda,

MD: USDHHS, Public Health Service, National Institutes of Health, NCI, 2002. NIH Pub. No. T068.

NCI. Theory at a Glance: A Guide for Health Promotion Practice. Bethesda, MD: USDHHS, Public Health

Service, National Institutes of Health, NCI, 1995. NIH Pub. No. 95-3996.

Schar E, Gutierrez K. Smoking Cessation Media Campaigns From Around the World: Recommendations From

Lessons Learned. Atlanta, GA: Centers for Disease Control and Prevention; Copenhagen, Denmark: World

Health Organization, 2001.

Smith W. From prevention vaccines to community care: new ways to look at program success.

In: Hornik RC, editor. Public Health Communication: Evidence for Behavior Change. Mahwah, NJ:

Lawrence Erlbaum Associates, 2002, pp. 327–56.

Snyder LB, Hamilton MA. A meta-analysis of U.S. health campaign effects on behavior: emphasize

enforcement, exposure, and new information and beware the secular trend. In: Hornik RC, editor.

Public Health Communication: Evidence for Behavior Change. Mahwah, NJ: Lawrence Erlbaum

Associates, 2002, pp. 327–56.

50



Chapter 3

Gaining and Using Target Audience Insights Understanding your target audience—its culture, lifestyle, behaviors, interests, and needs—is vital to developing an effective counter-marketing program. Market research can help you gain those insights.1

In This Chapter

• The Importance of Market Research • Market Research on a Limited Budget

Once you’ve determined who your target audience is, you’ll need to gather relevant information about that audience. This information will help you tailor your counter-marketing messages and materials and

• Qualitative and Quantitative Research Methods • Qualitative Research • Quasi-Quantitative Research

ensure that your programs will be effective. One way to gain insights about your target audience is through market research, which can help you understand the audience’s motivations, interests, needs, culture, lifestyles, and behaviors and determine the best channel(s) for reaching the audience. Market research can help you explore ideas for activities and concepts for messages and identify and

• Quantitative Research • Other Market Research Tools

develop stronger ideas and eliminate the weaker ones. It can be used to pretest messages and materials in near-final stages, to fine-tune the process while changes can be made, and to serve as a “disaster check.” Market research also can be a mechanism for pilot testing new tactics and interventions before using them more broadly. Market research for development of counter-marketing efforts is often called formative research. Other types of research for the purposes of process and out come evaluation are discussed in Chapter 5: Evaluating the Success of Your Counter-Marketing Program. 1

This chapter has been excerpted and adapted from the National Cancer Institute’s Making Health Communication Programs Work: A Planner’s Guide (2002). Chapter 3: Gaining and Using Target Audience Insights

51

This chapter describes market research tools

program, but that information won’t do much

commonly used to gain insights into target

good if it isn’t used. Other chapters in this

audiences.2 These tools include focus groups,

manual explain when and how to incorporate

individual in-depth interviews, central

your results into program planning and

location intercept interviews, theater-style

development. (In particular, see Chapter 2:

pretests, and surveys. Diaries and activity logs,

Planning Your Counter-Marketing Program,

gatekeeper reviews, and readability testing are

Chapter 4: Reaching Specific Populations, and

also described.

Chapter 7: Advertising.)

Some tools are better suited for certain pur

Market research generally isn’t something you

poses than others, so most programs use a

can do on your own. Your program could stray

combination of methods. For example, focus

off course if you use the wrong method, use

groups with members of your target audience

the methods incorrectly, recruit the wrong type

can help you learn which approaches, mes

or number of participants, or misinterpret

sages, and channels are most likely to succeed

results. Unless you have the appropriate skills

with that audience. The focus groups could be

and experience, do-it-yourself market research

augmented with individual in-depth inter

can yield the same kinds of results as do-it

views to probe more deeply into motivations,

yourself plumbing. This chapter is designed to

particularly if the issues are controversial or

give you background on methods and tech

very personal or if the audience members are

niques that will help you work with market

influenced heavily by their peers. Messages

research professionals. However, don’t turn

and materials might be tested through central

over complete control of the research to your

location intercept interviews, in which

ad agency or market research firm. You need to

respondents are recruited and interviewed at

be involved in every step of the process.

malls or other public settings, or through theater-style pretests, which use a simulated

The Importance of Market Research

television-viewing environment to replicate a

Sometimes program managers want to

real-life viewing experience. Use of multiple

eliminate market research to cut costs,

tools can help confirm the validity of your

especially when the budget is tight. However,

findings.

spending some money on market research up

Regardless of the tools you use, be sure to apply the results. Market research can provide critical data at various stages of your 2

front can save your program money in the long run. The initial expenditure can help ensure that the program elements are likely to

Some of the research methods described here may require Institutional Review Board (IRB) approval. Nearly all government agencies, academic institutions, and other organizations require an assessment of the impact on human subjects involved in qualitative and quantitative research, including the protection of collected data. Some data collection efforts are exempt from IRB approval. For each research project undertaken, it is recommended that you consult the IRB expert in your organization.

52

Chapter 3: Gaining and Using Target Audience Insights


be effective, rather than having no impact or,

now that investing in research next year

even worse, creating a backlash. If you air

will pay off. Point out that market

ineffective ads, you lose much more money in

research is a core component of effective

media placement funds than you would have

counter-marketing programs.

spent on market research to determine the ■

likelihood of success. Unfortunately, this is

Beware of too many shortcuts. You need to conduct enough market research to

only one example of the many negative

feel confident that the findings provide

outcomes of insufficient market research.

clear direction. For example, if you’ve tested message concepts in a few focus

Market Research on a Limited Budget

groups and the results are inconclusive, you probably need to conduct a few

Few program managers have the luxury of

more focus groups.

conducting as much market research as they would like. When faced with a tight budget,

■

Whenever possible, consult with market research experts during planning and

try the following:

implementation, even if you have to cut ■

Contact others in tobacco control to find

corners elsewhere. For example, you

out what research they’ve done. Can you

may be able to save money by recruiting

use their findings in developing your

research participants through commun

own program? Do they have research

ity organizations instead of paying a

designs and instruments you can use as

contractor to handle recruiting.

models? Can you solicit advice from experienced managers on making the

■

vendors for nonprofit rates.

most of your tight budget? Can they give you advice or referrals to resources from

■

other experts, such as those in your

Ask professionals with market research experience if they’d be willing to donate

community with expertise in commer

their time.

cial marketing and advertising or in market research? Have you contacted a

Always ask prospective contractors and

■

Use a market researcher you can trust

project officer or health communication

to be objective and to not “color” results

staff member from the Centers for

to match a program or advertising

Disease Control and Prevention (CDC)

agency bias.

for advice, referrals, or both? ■

Be sure your program plan fully explains the need for market research and spells out a thorough market research plan. If you can’t secure the funds you need this year, try to convince decision makers

Qualitative and Quantitative Research Methods Two main categories of market research can be conducted with target audiences: qualitative and quantitative research. Qualitative research


53

seeks to gain in-depth knowledge about

observe individuals’ behaviors in their

perceptions, motivations, and behaviors. It can

homes, schools, malls, supermarkets, or

answer the questions “why,” “when,” and

other settings.

“how”—questions that are critical to develop ■

ing effective media campaigns. Common

unstructured, so participants are free to

methods of qualitative research include focus

give any response, rather than choosing

groups and individual in-depth interviews. Quantitative research seeks to provide esti mates of knowledge, beliefs, attitudes, and behaviors in a population of interest. It can answer the questions “How many?” “How much?” and “How often?” Common methods of quantitative research include surveys using random sampling and convenience sampling. Because each approach provides a different kind of information, it’s often best to use both. Qualitative research methods should be used for the following purposes: ■

■

■

Keep the discussion somewhat

from a list of possible responses. Use a discussion or interview guide to make sure you ask questions relevant to your research purpose, but be prepared to revise the sequence of questions on the basis of partici pants’ responses, rather than having to stick to a set order. (See Step 5 in the section on Designing and Conducting Focus Groups or Individual In-Depth Interviews, later in this chapter, for discussion of how to develop a moderator’s guide.) Qualitative research results aren’t quantifiable

To develop materials and to determine

and can’t be subjected to statistical analysis or

reactions to concepts or draft materials

projected to the population from which

To explore a topic or idea

respondents were drawn. The participants don’t constitute a representative sample, the

To gain insights into a target audience’s

samples are relatively small, and not all

lifestyle, culture, motivations, behaviors,

participants are asked precisely the same

and preferences

questions. Even though you can collect very valuable information from qualitative

■

To understand the reasons behind the results from quantitative research

of it, you won’t get findings that you can

Qualitative research should be conducted by

project to the target audience as a whole. For

using the following methods:

that, you need quantitative research.

■

■

Select a small group of people on the

Quantitative research methods should be

basis of certain common characteristics.

used for the following purposes:

Convene a discussion through focus groups or in-depth interviews or

54

research, and even if you conduct a great deal


■

To determine “how many,” “how much,” and “how often”


■

■

To profile a target audience for com

forced-choice questions, the results can’t be

munication planning, such as mea

projected to the audience as a whole, because

suring which proportion of the audience

participants aren’t chosen in a way that

thinks or behaves in certain ways

produces a representative sample.

To measure how well your program is

Here’s a closer look at the different research

doing (See Chapter 5: Evaluating the

methods and tools, along with a discussion of

Success of Your Counter-Marketing

how to conduct the research and use the

Program for a more complete discussion

results to inform your project.

of surveys and program evaluation.) Quantitative research should be conducted by using the following methods: ■

Select a large group of people.

Qualitative Research Use qualitative research to: ■

Learn what drives the audience’s behav

iors and understand what is needed to

■

Use a structured questionnaire contain

influence their awareness, knowledge,

ing predominantly closed-ended or

attitudes, intentions, and behaviors

forced-choice questions. ■

Determine whether your materials

Quantitative research results can be analyzed by

communicate the intended messages

using statistical techniques that can provide

effectively and persuasively

estimates of behavior or beliefs of interest for the target population. These results can be

■

isn’t working as expected

representative of the population from which respondents were drawn if they were randomly

Understand why your program is or

■

selected. In some cases, oversampling of

Gain insights into findings on the effec

tiveness of the program’s implementation

specific population groups is necessary to provide data on those groups. In addition, the results can help in segmenting broad target populations (e.g., high school students) into more specific groups with similar characteristics.

The most common tools used in qualitative market research are focus groups and individ ual in-depth interviews. Many innovative methods may also be appropriate: ■

(commonly teens or preteens) are

Quasi-quantitative market research tools

recruited to discuss sensitive subjects

(e.g., central location intercept interviews and theater-style pretests) are usually used

Friendship pairs, in which best friends

■

In-home observations, in which you

to pretest messages and materials. Although

gain permission to spend one or two

these tools are used for measurement and

hours in someone’s home to learn about

typically involve questionnaires with mostly

their habits and practices


55

■

Video logs, in which individuals are

– Learning about the audience’s use of

given video cameras or still cameras

settings, channels, and activities

to record their environment and

– Capturing the language the audience

daily activities

uses to discuss a health issue

Because the methods for focus groups and in-

– Identifying cultural differences that

depth individual interviews are similar, they

may affect message delivery

will be discussed together in this section, using instructions for focus groups as a guide.

■

Explore reactions to message concepts (concept testing) by:

Focus Groups

– Identifying concepts that do or don’t

In a focus group, a skilled moderator uses a

resonate and learning why

discussion guide to facilitate a one- to two– Triggering the creative thinking of

hour discussion among five to 10 partici

communication professionals

pants. Typically the session is conducted in person. If that isn’t possible because of

– Showing others what audience

distance or other factors, another option is to

members think and how they talk

conduct the session by telephone or com

about a health issue

puter. The moderator keeps the session on track while participants talk freely. As new

■

Develop hypotheses (broad questions)

topics related to the material emerge, the

for quantitative research, and identify

moderator asks additional questions.

the range of responses that should be included in closed-ended questionnaires

Focus groups are commonly used to accomplish the following purposes: ■

■

quantitative research by obtaining in-

Develop a communication strategy by:

depth information from audience members

– Learning about feelings, motiva tors, and experiences related to a

Provide insights into the results of

■

health topic

Brainstorm for possible program

improvements

– Exploring the feasibility of potential actions from the audience’s viewpoint – Identifying barriers to those actions

Pros: ■

Group interaction can elicit in-depth thought and discussion.

– Exploring which benefits the audience finds most compelling and believes can result from taking a particular action 56


■

Group interaction can encourage brainstorming, because respondents can build on each other’s ideas.


■

Moderators have considerable

■

opportunities to probe responses. ■

■

Focus groups provide richer data about

Each person is limited to about 10 to 15 minutes of talk time.

■

The moderator might ask leading

the complexities of the audience’s

questions of the group or might neglect

thoughts and behaviors than surveys do.

to probe for critical insights.

Groups provide feedback from a number of individuals in a relatively short time.

Individual In-Depth Interviews The process, uses, benefits, and drawbacks of individual in-depth interviews are similar to

Cons: ■

Findings can’t be projected to the target audience as a whole.

■

■

those of focus groups, except that the interviewer speaks with one person at a time. In-person interviews can take place at a central facility or at the participant’s home or

Focus groups can be labor intensive and

place of business. As with focus groups, when

expensive, especially when they’re

individual interviews can’t be conducted in

conducted in multiple locations.

person, they can be conducted by phone or

Group responses don’t necessarily reflect individuals’ opinions, because some individuals might dominate the

discussion, influence others’ opinions,

computer. Although the interviews take more total time, responses usually are less biased, because each participant is interviewed alone and isn’t influenced by others’ responses.

or both. In addition, the facilitator might

not be able to get everyone’s reactions to

every question.

Insights From Focus Groups In a series of 24 focus groups conducted in four U.S. cities by CDC and three state tobacco control programs, youth were exposed to 10 antitobacco ads developed for youth audiences. Participants were asked to rate the ads on the basis of how likely the ads were to make them “stop and think about not using tobacco.” The four ads consistently rated highest had a strong message about the negative health consequences of tobacco. Three of the four ads used real stories in a testimonial format to share the risks of using tobacco. An important insight gleaned from the research was that youth seemed to be more affected by the thought of living with the negative consequences of tobacco use than dying from them (Teenage Research Unlimited 1999).


57

An Experience With One-on-One Interviews A television and movie actor who had lost several family members to tobacco offered his time for a tobacco control ad. An advertising concept and script were developed to encour age smokers to consider quitting by having them think about how their own death from tobacco use would affect their loved ones. Before producing the ads, the sponsoring organization conducted one-on-one inter views with adult smokers to ensure that the script and visual presentations would clearly and persuasively communicate the intended message. The smokers were shown the ad concept and asked their reactions to it through a variety of questions. Individual interviews were used instead of focus groups, because it was important for the smokers to be honest and vulnerable. The sponsoring organization was concerned that if smokers were in a focus group together, they might become defensive about the ad’s message that their tobacco use could ultimately hurt their loved ones.

Designing and Conducting Focus Groups or Individual In-Depth Interviews Here are seven major steps for conducting focus groups and individual in-depth interviews: 1. Plan the research. 2. Choose the location and format for focus groups or interviews. 3. Draft a recruitment screener. 4. Recruit participants. 5. Develop a moderator’s guide. 6. Conduct the focus groups or interviews. 7. Analyze and use results.

Step 1: Plan the research. Determine the following information: ■

The approach worked. The one-on-one interviews elicited honest, heartfelt responses from the smokers. The interviews also reveal ed that many respondents didn’t recognize the actor. As a result, the decision was made to identify him on screen at the beginning of the ad. In addition, the original script includ ed a line noting how the actor’s grandfather couldn’t stop smoking even though he knew it was making him sick. Respondents didn’t find that line credible. They believed the grand father should have—and would have—quit if he knew smoking was making him sick. These respondents said they would stop as soon as they found out their smoking was causing them serious harm. Whether or not that per ception was realistic, the script was changed to focus on the grandfather’s suffering, which research respondents sympathized with, rather than focusing on his failure in quitting.

58


What you want to learn. Decide how you’ll use the results from the focus group discussion or individual interview before you conduct the research. Prepare the questions you want answered, then make sure the moderator and inter viewer guide will provide the answers. (See Step 5 for more information on developing a moderator’s guide.) You’ll use these questions to analyze the results of the discussions and to organize the report on the focus group discussion or individual interview.

■

When you need to have that information. Your timing needs will


determine the way you’ll need to recruit and,

other group members as having,

to some extent, your costs.

expertise in the subject matter. For

■

How you’ll apply what you learn. Make sure the information you’ll gain will be actionable.

■

from focus groups when the topic is

related to health. In addition, anyone

involved in the production, distri

Your budget. The size of your budget will

bution, or marketing of tobacco

dictate how many groups or interviews

products should be excluded from

you can conduct, in how many locations,

focus groups related to tobacco

and how much of the work you will be

control.

able to delegate to contractors. ■

example, exclude health professionals

– Match participants by gender, race,

Your criteria for participants. Use the

age, level of formal education, or

following suggestions to help you select

other characteristic(s) within each

participants.

group. Participants with matched characteristics are more likely to

– Choose people who are typical of your audience. Participants should have the same behavioral, demographic, and psychographic characteristics as your audience. (Psychographics are a set of variables that describes an individual in terms of overall approach to life,

express themselves freely. If your target audience includes people with different demographic traits, consider whether you need to conduct separate sessions for each audience segment to determine whether differences between the groups are significant.

including personality traits, values, beliefs, preferences, habits, and

– Select people who are relatively

behaviors.) You may want to conduct

inexperienced with interviews. Parti

separate groups with “doers,” who

cipants’ reactions should be spontan

already engage in the desired behavior,

eous. This consideration will help you

and “nondoers,” who don’t engage in

to avoid questioning “professional”

the desired behavior. This strategy will

respondents who have participated in

help to identify what actions the doers

many focus groups or individual

take and why. Those actions then can

interviews and thus may lead or

be explored with the nondoers.

monopolize the discussion. Recruit ment screeners typically exclude

– Do not select experts. Exclude market researchers and advertising pro fessionals, because of their familiarity with the methods, and exclude those who have, or might be perceived by

people who have participated in qualitative research in the past six months. (See Step 3 later in this section, for further discussion of recruitment screeners.) Chapter 3: Gaining and Using Target Audience Insights

59

■

The number of focus group discussions

speaking) or to see notes sent by a

or interviews you’ll conduct. If you’re

technician from observers listening to

using focus groups, conduct at least two

the call. Some teleconference services

groups with each audience segment. For

also can recruit participants.

example, if you’re conducting separate ■

groups with men and women, you’ll need at least four groups: two with men and two with women. If you’re using individual interviews, conduct about 10 interviews per audience segment.

You can conduct focus groups or interviews in meeting rooms at office buildings, schools, places of worship, homes, or other locations. If an observation room with a one-way mirror isn’t available, allow staff to listen

If audience perceptions vary or the audience

by hooking up speakers or closed-circuit

feedback is unclear, you may want to conduct

TV in a nearby room or by audio

additional groups or interviews, especially if

recording the session, video recording

you revise the moderator/interviewer guide to

the session, or both. In some cases, you

further explore unresolved issues.

may have one or two quiet observers taking notes in the room.

Step 2: Choose the location and format for focus groups or interviews.

Step 3: Draft a recruitment screener.

You can conduct focus groups or interviews in

A recruitment screener is a short questionnaire

several ways:

that is administered to potential participants,

■

Commercial focus group facilities can recruit participants. These facilities offer audio recording equipment, video recording equipment, or both and oneway mirrors with observation rooms. However, commercial facilities are often expensive and may not be available in small towns.

■

the criteria you developed in Step 1. Your contractor, if you have one, will administer this questionnaire. The screener should help you to exclude people who know one another or have expertise in the subject of the sessions. Potential participants can be told the general subject area (e.g., “a health topic”), but they shouldn’t be told the specific subject. If

Teleconference services can set up

participants know the subject in advance, they

telephone focus groups. Most

may formulate ideas or study to become more

teleconference services allow observers

knowledgeable about the subject. Furthermore, if

to listen without being heard. Some

participants know one another, they may speak

have the capability to allow the

less freely. For similar reasons, they also shouldn’t

moderator to see a list of participants

be told who the sponsor is.

(with a symbol next to the one currently

60

typically by telephone, to ensure that they meet



Table 3.1: Pros and Cons of Formats for Focus Groups and Individual Interviews

Format

Pros

Cons

Face to Face Moderator/interviewer and participants are in one room, usually around a table; observers (mem bers of the research team) are behind a one-way mirror.

• Body language can be assessed.

• Responders lose anonymity.

• Observers can be present with out distracting participants.

• The session has higher travel expenses because of multiple locales.

• If the session is videotaped, it can be shared with others who couldn’t attend. • Participants give undivided attention.

• The session may be a logistical challenge in rural areas or small towns.

Telephone Moderator/interviewer and participants are on a conference call; observers listen.

• The session is more convenient for participants and observers.

• Nonverbal reactions can’t be assessed.

• Participants can easily include people in rural areas or small towns, as well as the homebound.

• It’s more difficult to get reactions to visuals. (They can be sent ahead of time, but you still have less control over exposure.)

• Relative anonymity may result in more frank discussion of sensitive issues.

• Participants can be distracted by their surroundings.

• A complete record of session is instantly available.

• The session is useful only for participants comfortable with this mode of communication.

• There may be noise interference from callers’ environments.

Internet Chat Sessions Moderator and partici pants “chat” while observers read.

• Relative anonymity may result in more frank discussion of sensitive issues.

• The relatively slow pace limits topics that can be covered. • There’s no way to assess whether part icipants meet recruitment criteria. • Body language or tone of voice can’t be assessed. • It’s more difficult to get reactions to visual presentations. (They can be sent ahead of time, but you still have less control over exposure.) • Participants can be distracted by their surroundings.


61

Contracting With Commercial Facilities One way to conduct face-to-face focus groups or individual interviews is to contract with a company that specializes in this service. Before you contract with a commercial facility, prepare a specification sheet detailing all the services you need, and if you will be asking the facility to recruit participants, prepare a profile of your audience. Vendors will use this information to estimate the project’s cost and to develop bids. Use this checklist to decide which vendors to consider. Each vendor should provide these items: ❑ Descriptions of past projects ❑ Descriptions of or a list of clients (If you are unfamiliar with the vendor, check the company’s

references.)

❑ Location of the facility (Is it conveniently located? Accessible by public transportation? If not, does the vendor provide transportation assistance, such as taxi money or van service? What does this add to the cost?) ❑ Size of the interview room(s) ❑ Diagram of the table/seating arrangements (What shape is the table? How big is the table?

Where does the moderator sit?)

❑ Size and features of the observation room(s) ❑ Details about audio recording and video recording arrangements and costs ❑ Details about food arrangements for participants and observers, including staff from your

organization and ad agency

❑ Description of the vendor’s moderator services ❑ Description of the vendor’s method of recruitment, including the database used and the

geographic area the company covers

❑ Recommendations for participant incentives ❑ Reasonable rates for vendor services (Ask for nonprofit rates.) ❑ Examples of focus group summaries/reports, moderator notes, screeners (short questionnaires used to recruit potential participants), and other documents produced by the vendor for other clients if you’re going to ask the vendor to provide these services

62



The screener should guarantee the approximate

■

If you have many facilities and recruiters

mix of respondents for a group that isn’t separat

to choose from, consider getting recom

ed by certain characteristics, such as a balance of

mendations from local companies or

men and women in a mixed-gender group. (See

organizations that conduct qualitative

Appendices 3.1 and 3.2 for sample screeners.)

research.

Step 4: Recruit participants.

■

Enlist help from students in a university marketing research or advertising class

Choose appropriate participants for the focus

if they are knowledgeable and

groups or interviews, so your research is more

experienced in focus group research.

reliable. Even if a contractor does the recruit ing, make sure the screener is followed care

■

Work through gatekeepers such as

fully so that only those who qualify will be

teachers (for students); instructors for

included in the research.

courses of English as a second language (for recent immigrants); health care

Participants should be recruited by telephone

systems (for patients, physicians, or

one to three weeks before the sessions. How

nurses); and religious institutions or

you identify potential participants depends on

community organizations whose

the type of people they are and the resources

members meet your audience criteria.

you have. Focus group facilities typically

(A small donation may encourage an

identify members of the audience through

organization to recruit for you.)

their own databases. If you do the recruiting, you might need to run an ad in a local pub lication, work with community organizations, purchase lists of phone numbers of individuals with certain characteristics, or identify pro fessionals through a relevant association or mailing list service. Here are some ways to recruit: ■

Hire a focus group facility or independent recruiter. Two directories of facilities are

Getting People to Show Up To ensure that enough people show up, offer an incentive (usually money) and recruit more people than you need. If everyone shows up, select those who best fit your screening criteria, thank the extra participants, give them the agreed-on incentive, and ask them to leave. You also can make sure you have enough people by: ■

the American Marketing Association’s

Scheduling sessions at times convenient for your potential participants (e.g.,

GreenBook: Worldwide Directory of Focus

during lunchtime or after work)

Group Companies and Services (2003) and the Marketing Research

■

Choosing a safe and convenient site

Association’s Blue Book (2003).


63

■

Providing transportation or reimbursing

creative work) you’ll need to provide for

participants for agreed-on transporta

the sessions

tion costs ■

Arranging for child care

■

Letting participants know you’ll provide snacks or refreshments

Recruiting for Telephone Interviews

You should write questions for the guide that relate to the purposes you’ve identified. Most questions should be open-ended, so partici pants can provide more in-depth responses than just “yes” or “no.” Also, make sure the questions aren’t worded in a way that will prompt a particular response. For example,

If you’re recruiting for telephone interviews, create a spreadsheet with spaces for the following information about each potential participant: the time zone in which the person is located; the date, time, and number at which they should be called; and the result of each call (e.g., scheduled an interview, no answer, busy, or refused). This type of spreadsheet also can be helpful in planning in-person inter views and using other research methods.

Step 5: Develop a moderator’s guide.

don’t ask, “What problems are you having with quitting smoking?” Instead, you could phrase the question more neutrally by asking, “What problems do smokers have with quitting?” Participants will then be more likely to offer honest responses, rather than the answers they think you want. The time and depth of explor ation given to each issue should reflect the issue’s importance to your purposes. (See Appendices 3.3 and 3.4 for examples of moderator’s guides.)

The quality of the moderator’s guide is critical

In the focus groups, don’t include questions

to the success of focus groups. The guide tells

for group discussion if you need individual

the moderator or interviewer what informa

responses. However, you can have the

tion you want from the sessions and helps him

moderator give each participant a self-

or her keep the discussion on track and on

administered questionnaire to complete before

time. Your contractor will draft the guide for

the session. Participants also can be asked to

you if you need this service. Before it is drafted,

individually rank certain items (e.g., potential

you’ll need to determine the following

actions, benefits, or message concepts) on

information:

paper during a session to combine individual and group reactions.

■

What you want to learn from the focus group or interview

■

How to apply what you learn

■

What tools (e.g., descriptive informa

Step 6: Conduct the focus groups or interviews. Focus groups and interviews typically begin

tion, message concepts, or other draft

64


with the moderator welcoming participants and briefing them on the process (e.g., that


Working With Community Organizations (Partners) To Conduct Focus Groups You’ll need a formal or informal agreement to conduct focus groups with your partner. Working with your contact at the partner organization, develop an agreement that includes the following elements: ■

A description of your organization

■

A description of the material/topic to be discussed and its purpose

■

Details about participants to be recruited

■

An outline of activities involved

■

The incentives you are offering the partner organization and/or the participants

■

A detailed explanation of why the partner should not reveal details about the topic to participants in advance

■

How you will protect participants’ confidentiality

■

If and how you will share the information learned

Once you have an agreement, decide how you will recruit participants. One idea is to conduct your research as part of one of the partner organization’s regular meetings. Here are the pros and cons of this approach:

Pros: ■

Little extra effort is required to recruit participants.

■

Minimal or no incentives may be involved.

■

Your partner’s regular, convenient, and familiar meeting place can be used.

Cons: ■

You have little control over the number of people who will come or the composition of the focus group. Respondents are likely to know one another, which will affect the focus group’s dynamics and make results less reliable.

■

Because a focus group may last one or two hours, it is difficult to place it on the agenda of a

regular meeting.

■

Scheduling the focus group for the near future may be difficult, because many organizations set

their calendars months in advance.

Continues


65

Working With Community Organizations (Partners) To Conduct Focus Groups (cont.) An alternative is to recruit your partner’s members/constituents to come to a special meeting. This approach offers the ability to screen participants. In addition, participants may be less distracted in a meeting solely devoted to your research than in a focus group conducted as part of a regular meeting. Scheduling the focus group immediately before or after the regular meeting may make it more conven ient for participants. A person with the organization—or you, on behalf of the organization—can ask members/constituents to participate. Also, if you’re providing refreshments or incentives, let participants know in advance to encourage them to attend and to stay through the entire meeting. If you do the recruiting, you’ll have more control over what people are told about the focus group and you’ll be able to screen potential participants. However, recruiting takes a significant amount of time, and organization members/constituents may be more likely to participate if they are asked by someone they know. If the member organization recruits participants, you need to provide the recruiter with detailed instruc tions. These instructions must include (1) a written description of the general (not specific) topic, which should be read to potential participants verbatim, and (2) a questionnaire to screen participants.

there are no right or wrong answers, that it’s

The session then shifts to an in-depth investi

important to speak one at a time and maintain

gation of participants’ perspectives and issues.

confidentiality, that observers will be present,

Following the moderator’s guide, the moder

and that the session will be recorded). In focus

ator manages the session and ensures that all

groups, participants introduce themselves to

topics are covered without overtly directing the

the group, noting information relevant to the

discussion. Participants are encouraged to

discussion (e.g., number of attempts to quit

express their views and even disagree with one

smoking and number of cigarettes smoked each

another. The moderator doesn’t simply accept

day). Next, the moderator asks a few simple

what participants say but probes to learn

“icebreaker” questions to help participants get

about thoughts and attitudes. The moderator

used to the process and reduce their anxiety.

also seeks opinions from all participants, so

This step also helps the moderator develop a

everyone has a chance to speak, rather than

rapport with the participants. Again, to reduce

letting a vocal few dominate the discussion.

3

the risk of introducing bias, the sponsor of the research should not be revealed.

3

If the group is conducted in a language that observers don’t understand, provide a translator in the observation room.

66



The Moderator’s Role The moderator or interviewer doesn’t need to be an expert on your topic, but he or she should be briefed

well enough to ask appropriate questions and must have experience in facilitating group discussions.

Rehearse with the moderator any topics or concerns you want emphasized or discussed in depth. The

moderator’s guide is just that, a guide. Experienced moderators flow with the conversation, ask questions

that are not leading or closed ended, and sequence to the next topic when appropriate or deviate from it

to avoid awkward transitions or unnecessary banter between topics.

A good moderator has the following characteristics: ■

The moderator understands what information you’re seeking, how you need to use it, and how to

probe and guide the discussion to get the information. He or she makes sure all agreed-on topics

are covered sufficiently.

■

The moderator builds rapport and trust, and probes without reacting to or influencing participants’

opinions. He or she emphasizes to participants that there are no right or wrong answers.

■

The moderator understands the process of eliciting comments, keeps the discussion on track, and

finds other ways to approach a topic if necessary.

■

He or she leads the discussion and isn’t led by the group.

Use local advertising agencies, the American Marketing Association’s GreenBook: Worldwide Directory of

Focus Group Companies and Services (2003), or the Qualitative Research Consultants Association to find

a good moderator. If your organization plans to conduct focus groups regularly by using your internal

staff, consider hiring a skilled, experienced moderator to train your staff to moderate focus groups.

Near the end of a focus group, the moderator

Step 7: Analyze and use results.

may give participants an activity or simply

In many analyses of focus groups or interviews,

check with the observers to find out if they

the goal is to look for general trends and agree-

have additional questions. Notes can be dis-

ment on issues while noting differing opinions.

creetly given to the moderator throughout the

In some instances, the goal is to capture a

session if the observers want other questions

range of opinions. Keep an eye out for individ

asked or changes made.

ual comments that raise interesting ideas or

One advantage of the focus group/interview method is that the moderator’s guide and

important concerns, such as lack of cultural sensitivity or difficulty in comprehension.

any materials presented can be revised

Reviewing transcripts is the easiest and most

between sessions.

thorough way to analyze the sessions,


67

thoroughly by reviewing notes taken during

Estimated Costs of Focus Groups and Interviews

the discussion. Avoid counting or quantifying

The cost estimates in Table 3.2 can help you

types of responses (e.g., “75 percent of

budget for pretesting if you’re using commer

participants preferred concept A”). Because

cial research firms. Your actual costs will vary

this is qualitative research, you can’t quantify

depending on your location, the target

the results or suggest that they represent the

audience being recruited, and the amount of

opinions of the audience as a whole.

time contributed by staff, contractors, and

although the sessions can be analyzed less

Results are worthless if they aren’t used. Use them to answer the questions you drafted to guide the research design—to shape the cam paign strategy, message, and materials design. Also, your results help you “sell” your program

participants. For example, if your staff includes a focus group expert who can analyze the results, you won’t have to pay a contractor for that task. However, don’t jeopardize the quality of your results with a budget that’s too small.

as “researched and tested.” Share your findings

The estimates for focus groups assume that

with partners and others who might benefit.

you conduct two groups, each with 10 mem-

Table 3.2: Estimated Costs of Two Focus Groups and 10 Individual In-Depth Interviews Conducted With Participants From the General Population

Item

Costs of Two Focus Groups

Costs of 10 Individual In-Depth Interviews

Develop screener*

$800–$1,000

$800–$1,200

Develop discussion guide*

$800–$1,200

$800–$1,600

$1,500–$2,000

$750–$1,500

Rent facility

$700–$1,000

$1,000–$2,000

Provide respondent incentives/refreshments

$600–$1,500

$0–$500

$1,500–$2,100

$500–$1,000

$500–$800

$300–$400

Analyze research findings and write report*

$1,600–$2,400

$1,600–$2,400

Total

$8,000–$12,000

$5,750–$10,600

Recruit participants

Hire moderator or interviewer Audiotape and videotape sessions Transcribe audiotapes

*One-time costs that will not be incurred for each group.

68



bers of the general population. This size is for

asked specific screening questions to deter

cost estimates only. Most program managers

mine whether they fit the recruitment criteria.

prefer groups of five to eight, because doing so

If they do, the interviewers take them to the

more easily engages all group members in

interviewing station (a quiet spot at a

conversation, but others prefer groups of eight

shopping mall or other site), show them the

to 12. In either case, larger numbers frequently

pretest materials, and then administer the

are recruited to allow for some “no-shows.”

pretest questionnaire. The interview should

However, if more people show up than you

last no longer than 15 to 20 minutes.

need, you must still give them any promised incentive. Also, recruiting specific, hard-to-find target audiences may be more expensive than selecting a group from the general population. The cost estimates also assume that each

For intercept interviews to be effective, you must obtain results from at least 100 of each type of respondent or more if you want to break out specific subgroups (e.g., males vs. females or age groups) (NCI 2002).

session is two hours long, conducted in English, and audiotaped. Staff travel, food for participants, and videotaping, which is useful

Pros: ■

You increase your chances of finding the

when some of your program team can’t

right participants if you choose the right

directly observe the session, are not included.

location.

The interview estimate shown in Table 3.2

■

You can connect with harder-to-reach

assumes 10 half-hour interviews that are

respondents and present them with a

conducted in English and audiotaped.

stimulus (an ad, graphics, messages, or a brochure).

Quasi-Quantitative Research

■

The interviews can be conducted quickly.

■

The interviews are a cost-effective way

Quasi-quantitative tools are used most often to pretest messages and materials, as noted

to gather data in a relatively short time.

earlier. These tools include central location intercept interviews and theater-style pretests. If you pretest many ads using the same methodology and the same questions, you can develop a database of results that allows you to

Cons: ■

You must train interviewers.

■

Your results aren’t representative and can’t be generalized.

assess the relative strengths of various ads.

Central Location Intercept Interviews

■

Intercept interviews aren’t appropriate for sensitive issues or potentially threat

In central location intercept interviews,

ening questions.

interviewers go to a place frequented by members of the target audience and ask them to participate in a study. If they agree, they’re

■

Intercept interviews aren’t appropriate for in-depth questions, and they don’t Chapter 3: Gaining and Using Target Audience Insights

69

allow you to probe for additional infor mation easily. ■

Table 3.3: Estimated Costs for Central Location Intercept Interviews Conducted With 100 Participants From the General Population

Respondents might not want to be inter viewed on the spot. Although setting up prearranged appointments is time con suming and more expensive, ultimately it may save time if respondents won’t

Item Develop questionnaire Print questionnaire Schedule facility and phones

Costs $750–$3,500 $400–$600

cooperate in a central location. Screen and conduct interviews

$2,000–$3,500

Developing the Questionnaire

Provide respondent incentives

$600–$750

Unlike focus groups or individual interviews,

Code, enter data, and tabulate

$850–$1,300

the questionnaire used in central location intercept interviews is highly structured and

Analyze research findings and write report

$1,500–$3,500

contains primarily multiple-choice or closed-

Total

$6,100–$13,150

ended questions to permit quick responses. Open-ended questions, which allow freeflowing answers, should be kept to a mini mum, because they take too much time for the respondent to answer and for the interviewer to record. Questions that assess the audience’s comprehension and perceptions of the pretest materials form the core of the questionnaire.

train stations, and other locations frequented by audience members. You must obtain permission from the site well before you want to set up interviewing stations.

The interview may also include a few ques

If you’re using a market research company to

tions tailored to the specific item(s) being

conduct the interviews, provide the company

pretested (e.g., “Do you prefer this picture or

with the screening criteria and the pretest

this one?”). As with any research instrument,

materials in appropriate formats and quanti

the questionnaire should be pilot tested before

ties. Some companies have offices in shopping

it’s used in the field. (See Appendix 3.6 for a

malls, and some offices have one-way mirrors

Sample Intercept Interview Questionnaire.)

that allow you to watch the interviews.

Setting Up Interviews A number of market research companies throughout the country conduct central location intercept interviews in shopping malls. You can also conduct these interviews in clinic waiting rooms, religious institutions,

70

Social Security offices, schools, work sites,


University and college departments of market ing, communication, or health education might be able to provide interviewer training, trained student interviewers, or both. Pretesting is an excellent real-world project for a faculty member to adopt as a class project or for a


master’s degree student to use as a thesis

Table 3.3 shows estimated costs for central

project. However, this approach may mean you

location intercept interviews. These costs are

don’t get your results as quickly, and you may

based on questioning 100 respondents from the

compromise the quality of the research if the

general population for 15 to 20 minutes each.

individuals lack the appropriate experience.

Recruiting Participants If your organization is recruiting the partici pants, you’ll need to develop screening criteria, a script, and training for approaching audience members. The interviewer should be familiar with the screening criteria and approach only those people who appear to fit the criteria. Whenever the people approached don’t qualify, the interviewer should thank

Central location intercept interviews might not be feasible if your audience is geographically dispersed or does not have easy access to a central facility. In those cases, you can use telephone interviews and send materials to participants in advance. This type of pretest typically resembles an individual interviewing project in cost and number of interviews, but more closed-ended questions may be used and the question sequence may be followed more closely.

them for their time and willingness to participate. If they do qualify, the interviewer can bring them to a designated location and proceed with the interview.

Theater-Style Pretests Theater-style pretests are most commonly used to assess the effectiveness of TV ads. Animated video storyboards are used to select

Use of Theater-Style Pretesting To Compare Ad Formats Theater-style pretesting was used with youth and adults to compare the effectiveness of two Massachusetts ads, “Cowboy” and “Models.” This method was chosen because norms had been established over time, and results of the two ad pretests could be compared with those of previous pretests. In “Cowboy,” a man tells the story of his brother, a former actor in Marlboro ads who died from lung cancer at a young age. In “Models,” the U.S. women’s soccer team discusses the negative impact of smoking on sports performance. Both ads also include a message about how the tobacco industry manipulates and influences people. Both are black-and-white ads featuring people talking to the camera. “Cowboy” scored better than “Models” on several key measures, including recall of the main message and how convincing and engaging it was. “Cowboy” also scored better than most ads previously pretested with the same method. The respondents’ verbatim comments helped explain why. The respondents were very moved by the real story of the man losing his brother because he smoked cigarettes. They vividly recalled many more details about “Cowboy” than about “Models,” and male and female respondents alike said the ad was realistic and made them cry. They also frequently commented on an image in which the former Marlboro man is in a hospital bed attached to numerous tubes. Chapter 3: Gaining and Using Target Audience Insights

71

the best concept, or a rough-cut (near-finished) ad is pretested as a “disaster check.” Partici pants are invited to a central location to watch

Table 3.4: Estimated Costs of a Theater-Style Pretest Conducted With 100 Participants From the General Population

a pilot for a new TV program. During the

Item

program, they’re exposed to several ads,

Costs

including the pretest ad. After the show, part

Develop questionnaire

$400–$2,400

icipants complete a questionnaire. They first

Produce questionnaire

$400–$600

respond to questions about the show and then

Recruit participants

$4,500–$6,000

answer questions about the pretest materials, to determine how effectively the message was

Rent facility

$0–$$$*

communicated and what their overall

Rent audiovisual equipment

$0–$2,000

reactions were. For theater-style pretests to be

Conduct theater-style pretest

$0–$800

Provide respondent incentives

$3,000–$5,000

Code, enter data, and tabulate

$800–$3,200

effective, you must obtain results from at least 100 respondents of each type (NCI 2002).

Pros: ■

You can obtain responses from a large

Analyze research findings and write report

$1,600–$3,200

number of respondents at the same time. Total ■

Running the ad as part of TV program ming allows you to more closely replicate participants’ experiences of watching TV at home.

Con: ■

*The cost of large facilities (e.g., hotel ballrooms) varies widely by geographic region. Check with local facilities for approximate costs.

After the program, participants receive a ques Your results aren’t representative and

tionnaire designed to gauge their reactions to

can’t be generalized.

the program. Then they complete a section of

During theater-style pretests, participants are

questions focusing on the ad.

invited to a conveniently located meeting

In some cases, one-half of the audience is sent

room or auditorium that is set up for screening

home and the rest are asked to stay. The

a TV program. Participants should be told only

remaining group watches your ad again and

that their reactions to a TV program are being

answers several additional questions. The

sought, not the real purpose of the gathering.

participants who were sent home are called

The program can be any entertaining, nonhealth-related video presentation that is 15 to 30 minutes long. About halfway through the program, some commercials are shown, and your message is among them.

72

$10,700–$23,200+


back two to three days later and asked questions about the ad, to determine how well they recalled the ad and its main message.


In more sophisticated theater-style pretests,

15-minute video on smoking cessation that

participants answer questions by using auto-

will be shown in a clinic. You should have

mated audience-response systems. They are

participants view a series of videos that

given a small device with response keys that

includes yours. Participants evaluate the

they push when a question is asked. The data

videos the same way they evaluate ads, but

are automatically tabulated, giving you instant

these sessions last longer than ad pretests.

access to the numbers. Questions can be instantly added or deleted from the questionnaire on the basis of the previous responses. However, an automated system is much more costly to use than a standard paper-and-pencil questionnaire.

If you’re using print ads, try a variation of the theater-style pretest. In this method, several ads, including yours, are inserted into a magazine. Participants are asked to read an article with the ads interspersed and are given enough time to finish the article. Then they

Table 3.4 shows the estimated costs of a theater-

complete a questionnaire designed to gauge

style pretest conducted with 100 participants.

their reactions to the article and ads, as well as a section containing questions focusing on the

Pretesting Other Media

ads. Finally, your ad is displayed alone, and

Theater-style pretesting also can be used to

participants respond to several more questions.

assess video presentations, such as a 10- to

Using a Mix of Research Methods The World Health Organization and CDC worked with an agency to develop several advertising concepts to encourage smokers to try to quit with help. The likelihood of successful smoking cessation increases greatly if the smoker takes advantage of help (e.g., counseling, a “quitline,” written materials, physician’s advice, and pharmacological products). The concepts were shared with smokers in one-on-one interviews, and one ad concept was selected for production. The ad was produced, but before it was recommended to countries to air, it was pretested through a central location intercept method. This research showed that the number of respondents who preferred calling a quitline was nearly equal to the number who preferred visiting a Web site for help in quitting. It was decided that when possible, both a toll-free phone number and a Web site should be provided on the tag at the end of the ad. In addition, although smokers understood the message well, they didn’t believe it was forceful enough. Because the audio presentation was a “voiceover” and the wording could be changed inexpensively before finishing the ad, the agency made the wording more direct and also selected a different actor who had a more confident voice.


73

Designing and Conducting a TheaterStyle Pretest

You can also rent space, such as a hotel ball

There are six steps for designing and conduct

a large number of people. Hotels often have

ing theater-style pretests, but many ideas, part

audiovisual equipment available for rent. You

icularly those in Step 2, also are useful for

must reserve facilities and equipment well in

central location intercept interviews. The six

advance of your pretest.

steps are as follows: 1. Plan the pretest. 2. Develop the questionnaire.

room, if you want to pretest materials among

Some market research companies conduct theater-style pretesting. They can provide details about the process they follow in conducting this pretesting.

3. Recruit participants. 4. Prepare for the pretest. 5. Conduct the pretest.

Step 2: Develop the questionnaire. Work with your contractor to carefully con struct the questionnaire. At a minimum, it

6. Analyze the pretest.

Step 1: Plan the pretest.

should contain three parts: ■

idea of pretest materials

Determine your requirements for the following information:

Recall and communication of the main

■

Audience reaction to pretest materials

■

Demographic characteristics of the

■

What you want to learn

■

When you need the results

■

What your budget is

Recall and Communication of the Main Idea

■

Which contractors are qualified to do

The standard questions on recall and com

this work

munication of the main idea are critical to the

participants

pretest. They address some of the most ■

What criteria participants should be required to meet (Your contractor can

important measures of a message’s potential effectiveness:

help you to determine these criteria.) ■ ■

Which facility you’ll use (Your

Whether it attracts the audience’s

attention (recall)

contractor will make this decision.) ■

The facility must be large enough to accom

Whether it communicates your main point (main idea)

modate all your participants simultaneously. Several video monitors may be needed for all participants to see the program well.

■

What respondents thought and how they felt when they viewed the ad (e.g., poten tial persuasiveness and believability)

74



See main idea questions in Appendix 3.6:

■

Sample Intercept Interview Questionnaire.

information

Keep in mind that the sample questionnaire ■

Presentation of new information

■

Promotion of a sponsoring organization

was designed for research in which the ad was shown among a group of ads, not within a pilot TV program. Audience Reaction

or event ■

Representation of characters intended to be typical of the target audience

Include several standard questions on audience reaction that address your specific

Presentation of technical or medical

■

Use of a voiceover announcer

■

Presentation of controversial or

concerns about your message. Suppose your message asks viewers to call a toll-free number for more information. You may want to ask,

unpleasant information

“What action, if any, does the message ask

Some theater-style pretests don’t ask specific

you to take?” or “Did the telephone number

questions about characteristics of each ad;

appear on the screen long enough for you

instead, they rely on the respondents to

to remember it?”

volunteer reactions about the ads. When

If possible, develop one or more questions addressing each characteristic of your message. Use the following list of characteristics commonly found in messages to determine which ones apply to your message, and develop questions that focus on these characteristics:

compiled, the responses often suggest patterns indicating perceptions about elements of the ad (e.g., confusing, polarizing, persuasive, or credible). See Appendix 3.6, Sample Intercept Interview Questionnaire, for examples of open-ended questions to gauge respondents’ reactions, and closed-ended questions to assess respondents’ perceptions about the

■

Use of music (with or without lyrics)

■

Use of a famous spokesperson

■

Use of telephone numbers

■

Use of mailing addresses

pretest ad. Remember that the objective of pretesting is to uncover any problems with your ad before final production or airing. Demographics

■

Request for a particular action

■

Instructions for performing a specific health behavior

Questions about demographics record the participants’ characteristics (e.g., sex, age, level of education, and health status). This informa tion will help you later if you need to separate and analyze the data by subgroups.


75

Step 3: Recruit participants.

■

Are enough copies of the pretest ques

Your contractor will recruit participants for a

tionnaire on hand? Is each question

recruiting fee. You’ll also pay an incentive to

naire complete (no pages missing)? Are

participants. (See section on Focus Groups,

there enough pencils for participants?

earlier in this chapter, for information on

Will they need clipboards or pads?

recruiting participants.)

Step 5: Conduct the pretest. Step 4: Prepare for the pretest.

The following checklist is useful for conducting

Before the pretest session, your contractor

the pretest:

should make sure that all arrangements are

■

made. This checklist may be helpful: ■

Has participant recruitment taken place

Have everything organized and working before the session.

■

as scheduled? Were participants

Conduct a dry run to check on equip ment and timing.

reminded to attend? Do they have transportation and correct directions?

■

Be friendly and courteous to partici pants from the moment they arrive until

■

Have the moderators or interviewers

they leave. (Remember to thank them.)

rehearsed? ■ ■

Is the meeting room or other facility reserved for you? Is it set up? Are enough chairs available? Are extra chairs

Have a backup plan in case “surprises” occur (e.g., a large number of no-shows, too many participants, equipment failure, or a disruptive individual).

available in case more people show up than you expect? Is the heating or air

The session should take no more than one

conditioning working properly? Do you

hour and 15 minutes if you’re organized and

know where the light switches are? If a

well prepared.

microphone is needed, is it set up and functioning properly? ■

Is the pretesting videotape ready? Are the video and audio portions of the tape clear?

■

Analyze the questionnaires in two steps. First, tabulate or count how many participants gave each possible response to each question, and look for patterns in the responses to both

Are the videocassette recorder (VCR)

closed-ended and open-ended questions. The

and TV monitors working properly?

patterns will help you to draw conclusions

Do you need another monitor so that

about the effectiveness of your message.

everyone will be able to see the program?

76

Step 6: Analyze the pretest.



Then look at the overall results, and answer

Surveys are a primary tool in quantitative

these questions to determine whether your

research. They’re used in a program’s planning

message is both effective and appropriate or

and assessment stages to obtain baseline and

whether you need to revise your message

tracking information. They also can be useful

before implementation:

in gaining insights into a target audience and

■

■

■

What did you learn from the pretest?

gauging reactions to potential core messages. Surveys generally involve large numbers of

Did your message receive a favorable

respondents (300 or more) and questionnaires

audience reaction?

with predominantly closed-ended questions.

Did your message fulfill its

communication objectives?

Pros: ■

■

■

What are your message’s strengths?

surveys to obtain results that can be

Weaknesses?

generalized to the target population,

providing better direction for planning

Did answers to any particular

programs and messages.

question stand out?

■ ■

Random sampling can be used in

Should you revise your message?

Participants can be anonymous, which

is beneficial for sensitive topics.

If so, how?

■

Surveys can include visual material

Quantitative Research

and can be used to pretest items such

Quantitative research is used to:

as prototypes.

■

Determine the percentage of your target audience that has certain behaviors,

Cons: ■

behavioral intentions, attitudes, and

Surveys limit the ability to probe

answers.

knowledge of your subject ■ ■

■

There’s a risk that the people who are

Monitor the audience’s use of materials

more willing to respond may share

and awareness of your communication

characteristics that don’t apply to the

program and its tactics

audience as a whole, creating a potential

bias in the research.

Measure progress toward the program’s objectives, such as changes in beliefs,

■

consuming.

knowledge, attitudes, and behavior (See Chapter 5: Evaluating the Success of Your Counter-Marketing Program for more information.)

Surveys can be costly and time

■

Response rates are declining, especially

for telephone and Internet surveys

(Singer, et al. 2000).


77

Most surveys are customized to answer a

Diaries and Activity Logs

specific set of research questions. Some

Diaries and activity logs are written records of

surveys are omnibus studies, in which you add

what occurred each day, week, or other time

questions about your topic to an existing

period during a program’s planning or execu

survey. A number of national and local public

tion. These records are kept and updated by

opinion polls offer this option.

people from whom you want input and feed

Table 3.5 displays the pros and cons of differ

back about the program. They’re commonly

ent survey formats.

used to: ■

Track program implementation

■

Assess the effectiveness of program

Designing and Conducting a Survey To design and conduct a survey, follow the

implementation

same basic steps used for the other types of research outlined earlier in this chapter: 1. Plan the research.

■

Pilot test an intervention

■

Monitor whether planned activities are on schedule and within budget

2. Decide how the survey participants will be selected and contacted.

■

Learn what questions program partici pants asked

3. Develop and pretest the questionnaire. ■

4. Collect the data. 5. Analyze the results.

program staff needed ■

Track the audience’s exposure to

program components

Quantitative surveys involve complex topics— such as sampling size and composition, ques

Determine what technical assistance

■

Gain insights about the audience’s

tionnaire design, and analysis of quantitative

relevant day-to-day experiences (e.g.,

data—that are beyond the scope of this chapter.

smokers can record each time they

(See Chapter 5: Evaluating the Success of Your

smoked a cigarette, and how they felt

Counter-Marketing Program for more infor

before, during, and after smoking the

mation on planning a survey.)

cigarette, providing insights into how smokers feel about smoking and how

Other Market Research Tools

78

you might be able to help them quit)

Other tools can help you gain insights into

If you plan to use diaries or activity logs to

your target audience and develop effective

gauge the quality of program planning or

messages and materials. These tools include

execution, be sure the diaries and logs are

diaries and activity logs, gatekeeper reviews,

started as soon as you begin program plan

and readability pretesting.

ning. Have program managers or participants



Table 3.5: Pros and Cons of Survey Formats

Format

Pros

Cons

Mail • Mail can be a cost-effective way to access hard-to-reach popu lations (e.g., the homebound or rural residents). • Respondents can answer ques tions when it’s most convenient for them.

• Mail is not appropriate for respondents with limited literacy skills. • Low response rate diminishes the value of results. • Expensive follow-up by mail or telephone may be necessary to increase the response rate. • Respondents may return incomplete questionnaires. • Responses can be difficult to read. • Receiving enough responses may take a long time. • Postage may be expensive if the sample is large or the question naire is long.

Telephone With interviewer using paper-and-pencil ques tionnaires.

• Telephone is appropriate for those with limited literacy skills. • Questionnaires can be more complete. • The sequence of questions can be controlled.

• Potential respondents without telephones can’t participate. • Respondents may hang up if they believe the survey is part of a solicitation call or if they don’t want to take the time to participate. • Response rates are declining, especially for telephone and Internet surveys (Singer, et al. 2000).

With interviewer using computer-assisted telephone interviewing (CATI).

• “Skip patterns” can be included, which is useful for complex questionnaires. • The need for data entry is eliminated.

• CATI software and computers are required. • Extensive interviewer training is needed. • Time is required to program questionnaire into CATI. Continues


79

Table 3.5: Pros and Cons of Survey Formats (cont.)

Format

Pros

Cons

In Person Administered by interviewer.

• Face-to-face persuasion tactics can be used to increase response rates. • Participants with limited literacy skills can use this method. • The method is useful with hard to-reach populations (e.g., homeless or with low literacy) or when the intended audience can’t be surveyed by using other datacollection methods.

• Administration is more expen sive than self-administered surveys or telephone data collection. • This method may not be appropriate for sensitive issues because respondents may not answer as truthfully in person.

• Interviewer can clarify questions for respondents. • More questionnaires are completed. Self-administered: Respondents asked to complete survey at a loca tion frequented by the target population (e.g., during a conference, in a classroom, or after view ing an exhibit at a health fair).

Self-administered on computer: Questionnaire is displayed on a computer screen and respondents key in answers.

• Harder-to-reach respondents can be contacted in locations conven ient and comfortable for them.

• The ability to reach respondents in person at a central location or gathering is required.

• The survey can be conducted quickly.

• Respondents must have complex, mature literacy skills.

• Data can be gathered cost-effec tively in a relatively short time. • Selecting an appropriate location can result in an increased number of respondents from intended population. • “Skip patterns” can be included, which is useful for complex questionnaires. • The sequence of questions can be controlled. • Need for data entry is eliminated, and quick summary and analysis of results are provided.

• Use is not appropriate for audi ences with limited literacy skills or those uncomfortable with computers. • Expensive technical equipment is required that may not be readily available or may be cumbersome in many settings. • Respondents must have access to programmed computers and be comfortable using computers.

80



Table 3.5: Pros and Cons of Survey Formats (cont.)

Format

Pros

Cons

• “Skip patterns” can be included, which is useful for complex questionnaires.

• Use is not appropriate for audiences with limited literacy skills or those uncomfortable with computers.

• The sequence of questions can be controlled.

• Respondents must have Internet access and be comfortable using computers.

Internet Self-administered on computer: Questionnaire displayed on respondent’s comput er screen through a Web site.

• The need for data entry is elimi nated, and quick summary and analysis of results are provided.

• There’s no way to confirm the validity of identifying information provided by respondents. • Response rates are declining, espe cially for telephone and Internet surveys (Singer, et al. 2000). • Samples are not representative.

put the diary or log information into a specific

incentives for completing the diaries or

format. This information may cover issues

logs is important.

such as the quality of program components or

■

how your audience uses the components. (See

The data may be voluminous and challenging to code and compare.

Chapter 5: Evaluating the Success of Your Counter-Marketing Program for guidance on planning and conducting program evaluation.)

■

These records can be hard to read and are thus not appropriate for respon dents with low literacy or poor writing

Pros: ■

■

skills or penmanship.Here are the five Diaries and logs give respondents

major steps for diary or activity log

flexibility in their answers.

research:

These records enable researchers to

1. Plan the research.

observe behavior over time, rather than only once.

Cons: ■

Diaries and logs require considerable effort by respondents and may not be filled out in a timely or thorough manner. For this reason, offering

2. Identify who will complete the

diaries or activity logs.

3. Develop and pretest the form for

collecting information.

4. Collect the data. 5. Analyze the results.


81

Step 1: Plan the research. Determine the following information:

Step 3: Develop and pretest the form for collecting information. Here’s how to create a user-friendly document

■

What you want to learn

■

How much information you need

■

When you need the information

■

How you’ll apply what you learn

■

What your budget is

■

What your criteria are for participants

to collect the data: ■

Write questions that are specific to your objectives. For example, for a pilot test of a health education program, provide a description of the module(s) used each day and include entries such as the following: – Date

Step 2: Identify who will complete the diaries or activity logs.

– Title of module used – Description of activities completed

The participants you select depend on the

– Record of how long activities took to

goals of your research. If you’re focusing on

complete

your audience’s day-to-day experiences in

– Response to whether the respondent

relation to some aspect of tobacco use, you’ll

would participate in these activities

want audience members to complete the

again

diaries. For example, if you want teenagers to

– Reasons the respondent would or

keep diaries documenting when they

would not participate again

encountered tobacco among friends, family members, and others in their lives and how

■

those encounters made them feel, recruit

Include examples of participant

feedback.

teenagers willing to participate. (When recruiting youth respondents, you may need parental permission.)

■

For a log related to smoking behavior, you might include entries such as the following:

If you’re focusing on participants’ experience with a program as a pilot test, you’ll want the participants to keep the diaries. You’re likely to recruit participants on site. You’ll probably need to provide an incentive (e.g., a gift certificate once the completed diary is received), and you also may need to remind participants to return the diaries at the end of the research period.

82


– When the first cigarette of the day was smoked – What the person was doing when smoking each cigarette – Whom the person was with when smoking each cigarette – How the person was feeling when he or she most wanted a cigarette


■

■

Pretest the draft diary or log with

Step 5: Analyze the results.

members of your audience.

In the planning phase, you determined what

Revise questions people found confusing during the pretest. If a question was confusing to only one person, use your judgment about whether to change the question. If you make substantial changes to the diary or log, conduct another pretest before finalizing the form.

you wanted to learn from the research. Now you can look through the diaries or logs to answer those questions. Diaries generally contain qualitative information. Activity logs may contain both quantitative information you can tabulate easily (e.g., how many people called a hotline each day) and qualitative information (e.g., reasons people liked or participated in an activity). Here are some

Step 4: Collect the data. Produce enough diaries or logs so that each respondent has several extra forms in case

suggestions for analyzing both types of information: ■

To analyze qualitative information,

they are needed. Attach detailed written

search the data for similarities and

instructions to each form. Deliver the diaries

differences among diaries or logs, for all

or logs to respondents before training, as

the questions. Look for general themes

necessary or at least one week before the

or patterns. The best way to analyze

research begins. If you’re asking program

these themes is to develop categories for

participants to complete diaries or logs, you’ll

the responses. For example, if you want

have to distribute the materials on site. Give

to know why teachers thought their

respondents a fixed time frame to complete

students liked or disliked a certain

these records (e.g., one week or six months),

educational module in your program,

and provide a way to return the data to you

you might group responses into

(e.g., an envelope and postage). If your research

categories such as “challenging,” “fun,”

period is longer than one or two weeks, you

“too much work,” and “boring.” You may

may want to ask respondents to send the first

add or combine categories as you go

week of data, so you can review the logs for

along. You can make inferences about

accuracy and completeness and even begin to

the diary information (e.g., “most

tally information. Collect the logs at several

teachers liked the module because…”),

points during the research period, to ensure

but resist the temptation to quantify this

that participants are filling them out regularly;

information.

otherwise they may fill them out all at once at the end of the period.

■

To analyze quantitative responses, cre

ate a coding sheet for each quantitative


83

question, writing the question at the top

gatekeeper that technical experts have review

and creating columns for each possible

ed the material for accuracy will reassure them

response. For example, for a question in

and may speed approval of your message.

an activity log about how many people picked up particular brochures, you could create these columns: 0, 1–5, 6–10, 11–15, 16–20, and >20. Then record the response from each log by making a

How you obtain gatekeeper reviews depends on your resources, including time and budget. Two methods are common: 1. Self-administered questionnaires.

check mark in the appropriate column.

Gatekeepers are sent the materials and

Tally the check marks in each column,

the questionnaire at the same time. (See

and calculate the percentage of partici

Appendix 3.5 for an example.)

pants who gave each type of response. 2. Interviewer-administered questionnaires.

Gatekeeper Reviews Educational materials for the public and for patients often are routed to their intended

Typically, an appointment for the inter view is scheduled with the gatekeeper, and the materials are sent for review in advance.

audiences through health professionals or other individuals or organizations that can

Questionnaires should be written to ask about

communicate for you. These intermediaries

overall reactions to the materials, including an

act as gatekeepers, controlling the distribution

assessment of whether the information is

channels that reach your audiences. Their

appropriate and useful.

approval or disapproval of your materials can be a critical factor in your program’s success. If they don’t like a poster or don’t believe it’s credible or scientifically accurate, it may never reach your audience.

not be feasible, especially if you don’t think the gatekeeper will take the time to fill it out. Arrange a telephone or personal conversation or a meeting to review the materials. Consider

Gatekeeper review of rough materials should

in advance which questions you want to ask,

be considered part of the pretesting process,

and bring a list of these questions with you.

although it’s no substitute for pretesting

One advantage of this approach is that you can

materials with audience members. It’s also no

use the discussion with gatekeepers to intro

substitute for obtaining clearances or expert

duce them to your program and to ask if they

review for technical accuracy; that should be

want to become involved.

done before pretesting. Sometimes telling the

84

In some cases, a formal questionnaire might



Readability Pretesting

the National Cancer Institute’s Making Health

Readability formulas often are used to assess

Communication Programs Work: A Planner’s

the reading level of materials. Reading level

Guide [2002] for more information on

refers to the number of years of education

readability formulas.)

required for a reader to understand a written

Typically, readability formulas measure the

passage. Some experts suggest aiming for a

difficulty of the vocabulary used and the

level that is two to five grades lower than the

average sentence length. Readability software

average grade your audience has achieved, to

such as RightWriter and Grammatik analyze a

account for a probable decline in reading skills

document’s grammar, style, word usage, and

over time. Others say a third- to fifth-grade

punctuation and then assign a reading level.

level is frequently appropriate for readers with

Some popular software programs such as

low literacy.

Microsoft Word include a readability-testing

When the target audience is the general

function. However, these formulas don’t

population, keep publications as simple as

measure the reader’s level of comprehension.

possible to increase reader comprehension.

Researchers in one study suggest three

However, if publications are meant for a more

principles for the use of readability formulas

educated, professional audience, simple

(NCI 1994):

materials might be considered insulting.

1. Use readability formulas only in concert

You’ll need to decide which reading level is

with other means of assessing the

appropriate for your materials. Then use one

effectiveness of the material.

or more readability formulas to determine

2. Use a formula only when the readers

whether your text is written at that level. Fry,

for whom a text is intended are similar

Flesch, FOG, and SMOG are among the most

to those on whom the formula was

commonly used readability formulas (NCI

validated.

2002). Applying these formulas is a simple process that can be done manually or with a computer program in only a few minutes. (See

3. Do not write a text with readability formulas in mind.


85


Gaining insights about the target audience is central to developing effective countermarketing strategies, tactics, and messages.

■

Market research should be an integral part of your counter-marketing program.

■

Market research isn’t a do-it-yourself effort. Not only do you need to be knowledge able, but you also need to seek the appropriate resources to ensure that your research is successfully designed and conducted.

■

Many tobacco control program staff have used market research and are good sources of advice on design, instruments, analysis, and findings.

■

Market research findings must be used to be worthwhile. Before you conduct research, decide how you’ll use the results to plan, alter, justify, support, and/or promote aspects of your program.

Bibliography American Marketing Association, New York Chapter. GreenBook: Worldwide Directory of Focus Group Companies and Services. New York, NY: American Marketing Association, 2003. American Marketing Association, New York Chapter. GreenBook: Worldwide Directory of Marketing Research Companies and Services. New York, NY: American Marketing Association, 2003. Marketing Research Association. Blue Book Research Services Directory. White Plains, MD: Marketing Research Association, 2003. National Cancer Institute. Clear and Simple: Developing Effective Print Materials for Low-Literate Readers. Bethesda, MD: National Cancer Institute, 1994. Pub. No. T936. NCI. Making Health Communication Programs Work: A Planner’s Guide. Bethesda, MD: U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, NCI, 2002. Pub. No. T-0638. Singer E, et al. Experiments with incentives in telephone surveys. Public Opinion Quarterly 2000;64:171–88. Teenage Research Unlimited. Counter-Tobacco Advertising Exploratory, Summary Report, January–March 1999. Unpublished.

86



Chapter 4

Reaching Specific Populations [Cultural] competence is not just changing how somebody looks in an ad or the language. It’s about understanding

In This Chapter

• Developing Cultural Competence

people as whole entities: their history, their culture, their context, and their geography.

• Identifying and Describing Specific Populations

— Robert Robinson, Office on Smoking and Health Centers for Disease Control and Prevention

• Conducting Formative Research

Although the main emphasis of your tobacco counter-marketing campaign may be on one or more broad target audiences, you may also want to con duct efforts that focus on specific populations—groups of individuals who

• Additional Considerations in Reaching Specific Populations

share unique characteristics and may be particularly affected by tobacco. These shared characteristics include racial, ethnic, cultural, geographic, age, physical, and socioeconomic traits, and level of education. Examples of specific populations include: ■

Racial/ethnic minority groups

■

Gay, lesbian, bisexual, and transgender populations

■

Rural residents

■

Groups with low socioeconomic status

■

People with disabilities

■

College students

■

Restaurant workers

■

Blue-collar workers Chapter 4: Reaching Specific Populations

87

Developing and implementing successful counter-marketing strategies to reach these populations may be challenging. Although you’ll follow the same basic processes used to design any counter-marketing campaign, reaching specific populations requires ad ditional approaches and considerations. For example, you may need to take a closer look at your organization’s operating practices to ensure that they are inclusive, culturally competent, and adequately address the needs of the specific populations in your state. You will also need to develop an understanding of the specific populations you plan to target to ensure that messages, language, imagery, and other aspects of your counter-marketing materials and interventions are appropriate and effective.

When developing a counter-marketing effort for a specific population, the first step is to look at your organization’s level of cultural competency. The main goal of building an organization’s cultural competence is to be more effective in representing and serving its constituents by developing strategies and programs that reflect the needs and priorities of those served. An organizational and philosophical commitment to diversity and inclusivity provides the basis for achieving cultural competence. In essence, it reflects the commitment to understanding specific populations and taking actions to serve them. Developers of tobacco counter-marketing programs need to recognize the differences and similarities within and among groups,

It is important to devote adequate resources to

including how they are influenced by their

reaching the specific populations in your state.

particular cultures, histories, the prevailing

When appropriate, it can be cost-effective to

social and economic contexts, and the geogra

design your specific population campaign to

phies in which they live. Developing cultural

supplement your mainstream effort. Creating

competence may require your organization to

messages that are coordinated with your main

assess its physical environment, materials and

stream campaign can help provide specific

resources, policies and procedures, training,

populations with the multiple exposures

and professional development.

needed to contribute to attitude and behavior change, as well as to build support in popula tions for tobacco control policies.

88

Developing Cultural Competence

Developing cultural competence may also require your staff and anyone else who works on your program to reflect on their own values

If your budget won’t permit you to reach all

and attitudes, communication style, and which

audiences at once, you’ll need to decide which

community or audience they are representing,

audiences you can reach with your current

so that they are prepared to relate to diverse

funding, and which audiences you’ll want to

populations and to be responsive during

target if your funding increases. Lack of infor

interactions with them. Even if an organization

mation may also constrain the breadth of your

has individuals from a specific population on

efforts and may require that some population

its staff, cultural competence may still need to

groups not be included initially.

be addressed. Because each person has

Chapter 4: Reaching Specific Populations


different biases and experiences, it’s important

■

to cultural competence

for every staff member to recognize the value of being culturally competent.

■

Employ counselors who speak lan guages other than English

Developing cultural competence within your organization should enable you to work more

Develop an organizational commitment

■

Develop and pretest, with each subpop

effectively with the communication agencies

ulation, concepts and materials that

that you have hired to focus on the specific

reflect issues related to smoking in the

population(s) you are targeting. This will help

community

ensure the development of culturally com

■

petent messages and materials. Cultural competence goes beyond recognizing

Develop and pretest materials in appro priate languages for specific communities

■

and incorporating the language of target

Include community representatives on planning committees

audiences in your programs. For example, to make a tobacco cessation counseling program culturally competent, the program manager may need to:

■

Train staff to be sensitive to cultural issues when providing tobacco cessation counseling


89

■

Hold staff accountable for the way they

■

Training

■

Visionary leadership

interact with counseling program clients Wisconsin’s Division of Public Health provides an example of how cultural competence can be developed and promoted (National Center for Cultural Competence 1999). Its staff formu lated guiding principles and strategies to promote cultural competence in the design of health programs, including the following: ■

■

The National Center for Cultural Competence, at Georgetown University Center for Child and Human Development, offers several helpful self-assessment tools that you can adapt and use to gauge cultural competence within your own organization. These checklists are available online at www.georgetown.edu/

Audits of an organization’s existing

research/gucdc/nccc/products.html. You may

culture

want to consider hiring a consultant to help

Clarification of the mission of diversity enhancement

■

Strategic goals

■

Examination of assumptions dealing

your organization become as culturally competent as possible or to assess your organization’s cultural competence. You may even want to add a diversity specialist to your staff to help increase the staff’s cultural competence.

with cultural competence

Checklist for Developing Cultural Competence in an Organization ❑ Reflect an organizational commitment to developing cultural competence in all of the organization’s policies, procedures, physical environments, programs, and activities. ❑ Promote cultural competence among your staff as a developmental process though an ongoing organizational commitment to self-assessment, professional development, training, policy development, and implementation. This process will help your organization build the capacity to understand and meet the needs of the specific population(s) it serves. ❑ Encourage key staff to conduct cultural self-assessments. (Sample tools are available from the Wisconsin Division of Public Health and the Georgetown University Center for Child and Human Development). ❑ Don’t make assumptions about a population’s culture. Become knowledgeable regarding aspects of the specific populations (e.g., values, attitudes, communication styles, language, literacy levels, physical environments, histories, cultures, social and economic contexts, and geographies) served by your organization.

90



Identifying and Describing Specific Populations

The first task in selecting and prioritizing specific populations that your tobacco counter-marketing efforts will target is to

Identifying and Prioritizing Specific Populations in Your State

identify and describe each group affected by

Specific populations traditionally have been

help you identify these groups include U.S.

defined by demographic characteristics such as

Census Bureau data, public health department

age, race/ethnicity, income, and educational

reports, public school data, media outlets,

level. However, you may need to go beyond

national organizations, immigrant assistance

basic demographics to adequately describe the

or resettlement programs, and language

specific populations in your state. Specific

institutes, which may show trends in demand

populations will also be shaped by history,

for translators or interpreters. Although these

culture, context, and geography—factors that

sources can help you determine the repre

are only partially reflected in the sociodemo

sentation of various populations in your state,

graphic descriptors and that can affect atti

they also have limitations. For example, they

tudes and preferences. Group identity can also

may underestimate the size of specific groups

be reinforced by particular experiences with

(e.g., Cambodians within the Asian/Pacific

educational institutions, religions, govern

Islander community). These sources may also

ment, businesses, and other institutions.

fail to identify certain groups if the appropriate

Identifying different specific populations is further complicated by the diversity within respective populations. For example, the broader category of Hispanics/Latinos can be further delineated into subgroups such as Cubans, Mexicans, and Puerto Ricans, each with its unique characteristics. Similarly, the gay, lesbian, bisexual, and transgender (GLBT)

tobacco use in your state. Sources that might

questions are not asked (e.g., sexual identity questions to identify GLBTs). Depending on the quantity, quality, and types of data avail able from existing sources, you may need to conduct new research to gain enough infor mation about the specific populations in your state or community to make well-informed decisions.

community is composed of subgroups with

In determining which specific populations

very different characteristics. Making this issue

should be priority audiences for your counter-

even more complex is the overlap among

marketing efforts, you’ll also need to study

groups made up of individuals who share some

epidemiologic data, media consumption

characteristics but also identify with other

patterns, and other available qualitative data

populations as well. For example, people with

to assess whether counter-marketing is an

disabilities, members of the GLBT community,

effective intervention for a particular group.

and restaurant workers who are exposed to

Some population groups can’t be reached

secondhand smoke at work may also identify

efficiently through mass media or other

with specific racial or ethnic groups.

traditional counter-marketing techniques,


91

account and reflect other factors that drive any community. Geography is another way to understand how communities are differentiat ed. For example, African Americans who live in large urban areas will likely have different characteristics than African Americans who live in rural tobacco-growing communities, where tobacco is an important part of the economic and cultural fabric. Age, gender, and sexual orientation are other factors that impact the attitudes and behaviors of the group being targeted. While there is heterogeneity within any group, it is important to understand that there are still likely to be common elements that bring these groups together as a broader community. It is these commonalities that allow counterso you may want to use other program

efficiently.

Understanding Your Priority Audiences Once you have chosen a specific population

Defining Specific Populations and Targeted Segments

group as a target audience, you must learn about

The challenge is to describe your target audi

the characteristics shared by individuals in that

ence using the most relevant, unbiased, and

group. For many populations, this means

data-driven characteristics possible, as well as

understanding such factors as their culture.

information based on how the group describes

Culture has been defined as “the shared values,

itself and how others describe it. Formative

traditions, norms, customs, arts, history, folklore,

research may reveal characteristics that

and institutions of a group of people unified by

provide a more accurate and appropriate

race, ethnicity, language, nationality, or religion.”

description of the target group. Including more

Culture affects how people pattern their

detail in the description of an audience may

behavior, see the world around them, and

uncover information useful for your counter-

structure their environment, especially their

marketing efforts. A more detailed audience

families and communities (USDHHS 1996).

profile may include media or consumer habits,

However, culture provides only one window into a community. Your tobacco countermarketing strategies should also take into

92

marketing programs to target such groups

components to reach those groups.


lifestyle characteristics, level of acculturation, region, or place of residence (e.g., urban or rural).


You’ll also want to gain an understanding of

Americans who come from China, Japan,

the social context of your audience by exam

Korea, Vietnam, or another country may have

ining the social influences that may affect

very different characteristics, attitudes, and

behavior. For example, determining the roles

behaviors. There also may be differences

that family members and friends play within a

among people from the same country based

specific population and identifying other

on the region of origin. These differences can

supporters, such as those from whom a

be understood through an assessment of

population’s members seek advice, are parts of

particular histories, cultures, contexts, and

defining a population’s social context. This

geographies. You’ll need to consider these

kind of information can yield valuable insights

differences when deciding what messages,

into your target audience, how they interact

tone, channels, activities, and other factors

with others, and how they interact with and

would be most appropriate for specific popu

are influenced by tobacco. Other contextual

lations in your community or state. For

factors that may impact campaign develop

example, some ads work well among all

ment are the proportion of people of low

Hispanic/Latino groups, while others com

socioeconomic status, the availability of

municate effectively to only a few groups,

cessation services, and the relevance of

based on the particular accents, vocabulary,

tobacco use relative to other problems confronting the target audience. You can also target your marketing efforts more precisely if you consider subgroups within major populations. For example, recent immigrants may smoke less than members of their population who have lived in the United States longer and who have been exposed to higher levels of tobacco industry marketing. In addition, these two subgroups may consume different kinds or amounts of media. If you are focusing on a population with such subgroups, then you may want to reach recent immigrants (who have lower prevalence) with a prevention message and those who are more assimilated (who have higher prevalence) with a cessation message. There may be differences among people from the same major group based on

and other ad elements chosen to reflect particular groups’ lifestyles. When your target audience has many different segments, testing messages and materials is critical to assess different potential responses among the different segments. Test messages with representatives of the target audience and other stakeholders to be sure they are under stood and accepted and to avoid possible unintended negative effects. (See Chapter 3: Gaining and Using Target Audience Insights for more information on testing methods.) When evaluating messages, don’t rely on the opinions of your organization’s staff. Even if they are members of the target audience, they’re likely to have a knowledge base about tobacco and public health that makes them atypical of the audience as a whole.

the country of origin. For example, Asian


93

Checklist for Identifying and Defining Specific Populations ❑ Identify and describe the specific populations that are affected by tobacco use in your state. ❑ Assess whether counter-marketing is an effective intervention for the groups you have identified. ❑ Define your target group using demographics, epidemiologic data, consumer habits, lifestyle data, and other sources of information. ❑ Recognize the diversity among certain specific populations, as well as among their subpopulations. ❑ Pay close attention to the level of acculturation among immigrant groups, because the character istics, attitudes, behaviors, and responses of recent immigrants may be very different from those of immigrants who have lived in the United States for several years. ❑ Make attempts to understand the tobacco-related social norms among the specific populations your program is targeting.

94

Conducting Formative Research

Conducting an Environmental Scan

Findings from formative research can be

When you begin the research process, it can be

used to help develop, or “form,” a counter-

extremely helpful to look at whether existing

marketing program. Formative research may

tobacco counter-marketing programs have

consist of several parts, including environ

been successful in helping to reduce tobacco

mental profiles, inventories of community

use among the specific populations you’ve

resources, and audience research. As

chosen to target. Look at programs that other

mentioned earlier in this chapter, formative

organizations have implemented in your state,

research can help you understand how to

as well as those implemented by other states.

separate the population into groups or

Contact your representative in the Office on

segments that tend to think or act in similar

Smoking and Health, Centers for Disease

ways or are affected by similar influences. It

Control and Prevention for information

can also help you to understand the causes, or

compiled from state efforts. Or, if you want

determinants, of tobacco use and other health

information about a specific state’s program,

risk behaviors, and the protective factors in

you can contact individuals or search Web sites

target audiences. This research is also used to

within that state. If components of another

investigate which interventions might

state’s programs appear applicable to your state,

influence target audiences to change their

test those components—including ads and

behavior(s). (See Chapter 3: Gaining and

other materials—in your state before you

Using Target Audience Insights for detailed

implement them to confirm that they are likely

information on research.)

to work in your area with your specific



population. One excellent resource for

develop and implement an evaluation plan

accessing and using tobacco counter-

that includes evaluation of the efforts targeting

advertising produced by states, organizations,

specific populations. (See Chapter 5:

and federal agencies is CDC’s Media Campaign

Evaluating the Success of Your Counter-

Resource Center, available online at

Marketing Program.)

http://www.cdc.gov/tobacco/mcrc.

Findings from qualitative research can be used

You will also want to learn about organizations

to strategically develop materials that will

and individuals working with various specific

reach the target audience with the intended

populations who might be able to serve as

messages. Through qualitative research, you

resources to help you develop the campaign.

can glean insights about your audience(s),

Investigate which of these resources have the

solicit feedback on the materials and messages

strongest expertise in developing programs,

you are developing, and brainstorm about

interventions, and materials for the specific

additional interventions that appeal to them.

populations you’re targeting. Some of these

These findings can help you in making

organizations and individuals may be key

decisions throughout the campaign develop

stakeholders for your program. (See Chapter 8:

ment process about aspects of the campaign,

Public Relations for more information on

such as strategies, messages, tactics, and

stakeholders.) Your public relations efforts will

materials. (See Chapter 2: Planning Your

also include identifying media outlets that

Counter-Marketing Program for a more

target your specific audiences. You need to

complete discussion of campaign planning

work with these media outlets for your paid

steps.) It is important to remember that the

media placements and earned media

findings from qualitative formative research

coverage.

techniques (e.g., focus groups) cannot be generalized to the population as a whole, but

Applying Research Results to Campaign Development

quantitative research techniques can provide

To help ensure that your campaign reaches the

group (see Chapter 3: Gaining and Using

specific populations you plan to target, you

Target Audience Insights).

will want to follow the same guidance and processes used for general market campaigns outlined in this manual. (See Chapter 2: Planning Your Counter-Marketing Program, Chapter 3: Gaining and Using Target Audience Insights, Chapter 7: Advertising, Chapter 8: Public Relations, Chapter 9: Media Advocacy, Chapter 10: Grassroots Marketing, and

findings that can be generalized to the entire

The first step is to set an overall program goal and select which specific populations you will target. For example, your overall program goal might be to increase cessation among adults, and you may have decided to supplement your general market cessation campaign with a campaign specifically targeting Hispanic/ Latino men to persuade them to try to quit

Chapter 11: Media Literacy.) You’ll also want to


95

smoking. To accomplish your goal, you will

to communicate to your target audience. For

need to develop strategies for communicating

example, your messages to a Hispanic/Latino

with your target audience(s). If your formative

adult male smoker may include how much his

research reveals that smoking is supported by

family would suffer if he were to become ill or

the cultural values of this audience, you might

die from smoking, how much he would suffer

develop a strategy to communicate the cultural

physically and emotionally from the conse

value of family well-being and the harm of

quences of smoking, or how ill his children

secondhand smoke to family members. This

might become from being exposed to his

strategy might be used to help counter the

second-hand smoke. These messages should

values that support smoking. Another strategy

be developed based on the findings of your

might be to show the benefits that audience

formative research.

members are likely to enjoy when they quit smoking or the negative consequences they might suffer if they continue to smoke.

You’ll want to develop specific tactics and activities to use in implementing your strate gies. If your environmental scan identified

The next step is to develop specific messages,

qualified organizations and individuals in your

which are the two or three key points you want

state or community who work with the specific population(s) you have chosen, they may be able to provide valuable input to the development of tactics and activities based on their experiences and expertise. For example, one tactic would be to have people share their experi ences of being harmed by smoking. Such stories can be effective because they person alize the risk of smoking. You could work with hospitals or Hispanic/Latino health organizations to identify and interview affected individuals and select the most powerful stories. This approach was used in a smoking cessation campaign in Massachusetts that featured a Hispanic/Latino man

96



who developed emphysema early in his life

evaluation will enable you to identify what

from smoking. He eventually lost his voice and

worked, what progress was made, and what

had to speak through an artificial-voice device.

changes need to be made for additional

The Massachusetts Tobacco Control Program

campaign phases. (See Chapter 5: Evaluating

developed this story into poignant television

the Success of Your Counter-Marketing

and radio ads.

Program for more information.) As with any

Review all your options for use of paid media to reach your audience(s), and choose ones that are cost-effective. In addition to broadcast and print media, your campaign could include billboard ads, postcards that people could send to loved ones encouraging them to quit smok ing, and signs on public transit vehicles. You could also develop posters for places where people tend to meet, such as community centers.

counter-marketing campaign, developing campaigns to reach specific populations is an evolutionary process; you’ll learn what works and what doesn’t work as you go along, and you will make adjustments as necessary.

Involving Specific Populations in Research Representatives of the targeted audience(s) should participate in the research to increase

As part of your earned media outreach efforts,

their ownership of, comfort with, level of

you could contact reporters at the Hispanic/

support for, and the face validity of the

Latino media outlets you have identified and

counter-marketing efforts. It’s important to

pitch a story about the consequences of an

enlist cooperation from community organi

individual’s smoking. You can put reporters in

zations that represent these populations.

touch with the individuals featured in your ads

Because they are familiar with the community,

as a way to weave your messages into a personal

they may be able to help you select contractors

story.

and facilitators who have the right skills and

You may want to hold a kickoff event to intro duce your campaign, inviting people from your specific population, organizations that represent them, and the media. Use such an event as an opportunity to highlight your program and to give credit publicly to local in dividuals who helped to develop the program.

expertise to work with your target audience(s). You may even be able to identify and train local people to conduct the research. These members of the community—possibly social workers, community workers, religious and peer leaders, and health professionals— understand the community from the inside and have established trust with other

Once the campaign has started, you can begin

community members. Thus, they may be able

to measure its effect. Using the same measures

to probe more deeply into the attitudes,

and indicators you used to conduct baseline

behaviors, and practices of the specific

research before the campaign started, conduct

population you’re trying to reach, and to elicit

follow-up research after the first phase of the

information that can more effectively guide

campaign and after the campaign ends. This

campaign development. However, you may Chapter 4: Reaching Specific Populations

97

Checklist for Conducting Formative Research ❑ Choose qualified researchers who understand cultural competence. ❑ Involve specific populations at every phase of the formative research. ❑ Research specific populations’ responses to the tones of different messages. ❑ Address concerns and fears expressed by the specific populations and identified in scientific literature. ❑ Share findings with the organizations that represent specific populations to keep them updated on the development of the campaign. ❑ Use research findings to help encourage specific populations to support the resulting strategies and activities of the counter-marketing program. ❑ Use research findings to help guide decisions during the development

of the campaign.

run the risk of focus group participants not

which treatment was secretly withheld from

feeling safe with a moderator they know

African-American men with syphilis. Or they

because of issues of confidentiality and

could be based on the belief that the com

disclosure of personal information. In ad

munity has been overly researched and

dition, you must be confident that these

exploited by scientists more interested in

members of the community are qualified to

publishing papers than in solving problems.

conduct the research. Although the process to

Efforts may include dispelling fears, promoting

train and develop a set of skilled moderators

involvement in the formative research at every

for specific populations may be time con

stage, and obtaining input about how the data

suming, you may find that the audience

will be used. These efforts can help consider

insights you gain are a valuable long-term in

ably to raise trust and maintain a sense of

vestment in making your campaign a success.

ownership of the research and its products.

When conducting qualitative research, you industry or other potential conflicts of interest

Additional Considerations in Reaching Specific Populations

that could serve to bias results of the research.

When developing and implementing a cam

should pay close attention to ties to the tobacco

You may need to make a special effort to address concerns that communities may have about research. These concerns could be based on negative historical experiences such as the Tuskegee Study, a research project in 98


paign for a specific population, you should pay close attention to the following areas: ■

Involving the target population in the development process


■

■

Using appropriate language and images

organizations, such as publishers of minority

in materials development

newspapers or magazines.

Identifying and addressing potential

Give all partners the opportunity to declare

barriers arising from concerns of the

conflicts of interest early in the planning

target audience (audience barriers)

process. Tobacco companies have a great deal of influence in most communities and with

Involving the Specific Populations in the Development Process

the media, including communities and media

Tobacco counter-marketing programs should

media outlets receive substantial revenue from

include the target audience’s participation

the tobacco industry and thus may not be

throughout the life of the program. This

suitable partners for developing antitobacco

representation ensures that programs reflect

media strategies. Although your state may not

the specific population’s values, norms,

want to partner with those outlets, you’ll

behaviors, perspectives, and needs.

probably want to place antitobacco ads in the

of specific population groups. Some ethnic

same outlets to counter the protobacco Each planning phase should include develop ing relationships and partnerships with specific populations and persons and groups that serve or have access to them. These may include professional and fraternal organi zations; African-American, Asian, Hispanic/ Latino, or American Indian/Alaska Native chambers of commerce; or professional media

messages. In addition, because some media outlets in communities of color have depended on revenue from tobacco industry advertising, it may be strategically important to acknow ledge this history when defining your relation ship with those outlets. A flexible approach in the short term may make you more likely to achieve your long-term goals.

Checklist for Involving Specific Populations in the Development Process ❑ Assess your agency’s cultural competence to avoid any bias in choosing partners. ❑ Include representatives of the specific population in all phases of the program, from

formative research and planning through implementation and evaluation.

❑ Select people or groups that represent the specific population’s diversity and

perspectives and that are credible with the target audience.

❑ Include representatives who have access to large numbers of specific population

members, such as media outlets (e.g., radio, TV, and magazines) and organizations

(e.g., racial/ethnic, professional, religious, schools).


99

100



One way to gain target audiences’ support for

message. Always test the translation first. When

your program is to help them recognize how

the text is finalized, it’s often helpful to have a

tobacco use harms their community and how

second translator conduct a reverse translation.

they can help address the problem. For exam

You should check references on translators to

ple, sharing with the GLBT community

determine whether they have met the needs of

information about disproportionate rates of

previous clients. The following example

tobacco-related morbidity and mortality in

illustrates the steps in addressing language

their community may help members become

differences:

more interested in the issue. Then, facilitating a discussion with GLBT leaders in which tobacco industry targeting of their community is highlighted may motivate them to take action against these marketing practices. When sharing information with members of a specific population, it is important to cite sources that are credible and relevant to that audience. These sources may be members of the specific population.

Using Appropriate Language and Imagery in Materials Development Ideally, you should develop messages and

In 1997, the CDC Prevention Marketing Initiative Nashville Demonstration Site developed an English-language radio soap opera as a mass media intervention to reach African-American teens with messages on prevention of HIV (human immunodeficiency virus) and sexually transmitted diseases. When the intervention was replicated to reach Spanish-speaking teens, focus groups and three translations of the script were needed to make the intervention appropriate for teens from the various Hispanic/Latino cultures of Central America, Mexico, Puerto Rico, and South America.

materials in the language of your target audience from the start. Try to involve native

The first translation was completed by the

speakers of the language to write and review

Tennessee Foreign Language Institute, the

the text, design, graphics, and images. When

second by a committee from the local

the language is not English, you may also want

Spanish-speaking community, and the third by

to conduct a reverse translation, in which you

a group of Hispanic/Latino teens who adapted

translate the foreign-language document into

the script to accommodate teen culture and

English. This serves as a quality control

language within the Hispanic/Latino com

measure to ensure that the key messages and

munity (CDC 1997). The final product was a

concepts will be communicated as intended.

consensus script that incorporated all three translations. One critical aspect of the

If you cannot develop language-specific and culturally appropriate materials and instead must start with the original (often English)

translation was the presence of the Hispanic/ Latino teens during the final translation and during the production of the soap opera. Their

version, don’t rely on a direct translation of a


101

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Checklist for Developing Appropriate Materials ❑ Use language and images that are sensitive and appropriate. ❑ Use native speakers to create foreign-language materials when possible. ❑ Ask for and check references to ensure that your translator’s past work met client needs. ❑ Pretest all materials to ensure that messages and images are clear, that content is appropriate, and that language and images are not offensive to the target group or its community. ❑ Conduct a reverse translation to ensure that messages and key concepts are

communicated accurately.

attendance prevented grammatical errors and

supporting a smoker’s attempt to quit may be

ensured that a correct script was followed for

effective among the Hispanic/Latino commu

each episode of the soap opera. Each step in

nity where close family ties are a priority.

the replication process ultimately contributed

Salient imagery reflects visuals that are parti

to the production of a culturally and linguisti

cularly important to a target audience, helping

cally acceptable mass media intervention for

attract audience members’ attention to the

Hispanic/Latino teens.

materials. For example, materials that

Even if the language of the specific population is English, members of that population may have unique ways of speaking, or may use jargon or slang, so it’s always important to test the materials among audience representatives to ensure that communication is as clear and effective as possible.

integrate a rainbow image, which has been used by the GLBT community as an identifier and symbol of pride, could appeal to members of that community.

Identifying and Addressing Potential Audience Barriers When developing your counter-marketing

Materials development should also be guided

programs for specific populations, you may

by the use of appropriate and salient imagery.

need to address existing audience barriers,

Positive imagery generally reflects a construc

such as historical mistrust of research; a resis

tive visual of the target audience that is

tance to targeted programs or efforts; and

appropriate for the theme of the campaign.

potentially positive perceptions of the tobacco

For example, an ad showing family members

industry, based on tobacco industry funding of


103

community organizations and events. In

If you identify audience barriers in a specific

addition, some racial and ethnic communities

population in your state, it is important that

are extremely sensitive about how their image

you address them. One way you can work to

has been portrayed in the media. For example,

overcome these issues is by including the

many African Americans are concerned about

population in the campaign development

the mass media overrepresentation of African-

process. You should work with their

American drug use. Such experiences of

community leaders to communicate the value

specific populations could produce negative

of your program. You must also be open and

perceptions about the integrity of targeted

responsive to questions and concerns. For

programs or strategies.

example, some recent immigrants may be reluctant to go to an unknown facility to participate in research or access health

Checklist for Identifying and Overcoming Audience Barriers ❑ Use formative research to identify issues, including barriers that arise from concerns of the target group. ❑ Use target group representatives and community partners to help define and address audience barriers. ❑ When possible, develop strategies for overcoming barriers, including offering benefits that have value to the specific population.

104



services because they fear that they could be

provide health services in more familiar and

turned in to the U.S. Immigration and

comfortable locations. You could also enlist

Naturalization Service or because of negative

credible local spokespeople to build trust in

experiences in their former countries. In a case

the institutions and the facilities.

like this, you might conduct research or


105

Case Study: California Smokers’ Helpline (1998) Background. The California Department of Health Services (CDHS) initiated a comprehensive tobacco control program in 1989 that was funded by revenue from an excise tax on tobacco. The main goal of the program was to reduce illness and mortality among smokers and nonsmokers caused by tobacco use. The program’s strategies included exposing the truth about tobacco industry practices and products, educating Californians about the harmful effects of smoking and secondhand smoke, and providing services and support to people who wanted to quit smoking. Developing cultural competence. The state of California has a diverse mix of residents. The CDHS tobacco control program staff needed to understand the composition of the population and why specific populations were important for reducing tobacco use. The tobacco control staff didn’t simply rely on their own knowledge; they hired outside experts to teach them about the specific populations in California. They made it a priority to embrace the racial/ethnic diversity in their state. They knew that a “general population” program would not meet the needs of all groups because of language and culture differences. Identifying and describing specific populations. Once the program staff decided to reach specific populations in California, they needed to determine some critical information: 1. The percentage of California’s population that was made up of Asians/Pacific Islanders, Hispanics/Latinos, African Americans, and other major specific populations, and whether those groups were increasing in numbers 2. The major subpopulations within each of those large groups and the important differences among subgroups in areas such as language and culture 3. The absolute levels of tobacco use in each specific population and trends in tobacco use 4. How, when, and with whom tobacco was being used, and what factors were influencing each group to smoke more or to smoke less Again, experts were hired to work with the staff to gather information in these four areas. Asians/Pacific Islanders were identified as an important specific population because of their large numbers within California and high population growth over the previous several years. The state tobacco control staff learned that Asians/Pacific Islanders included people from China, Japan, Korea, Laos, Singapore, and Vietnam, so they knew they could not communicate with all these populations in the same way. They also learned that Asian/Pacific Islander men had very high rates of smoking (up to 70 percent) and that they typically smoked in front of family members and friends when at home or socializing. The preva lence of smoking for Asian/Pacific Islander women was typically far lower (less than 10 percent), but they were an important secondary audience in terms of potential influence on their smoking husbands, brothers, or fathers. Thus, the tobacco control staff identified one primary audience (Asian/Pacific

106



Islander male smokers) to target for reducing smoking when around others for cessation, and one second ary audience (Asian/Pacific Islander female nonsmokers) to target for influencing the male smokers in their families. The staff also decided to communicate the main messages of the campaign in the four major Asian languages of the Asian/Pacific Islander population (Cantonese, Korean, Mandarin, and Vietnamese). Conducting research. The first ads that were developed simply suggested that Asian/Pacific Islander smokers call the Quitline to get help from a counselor. The message was similar to the message for California’s general population, but the ads for Asians/Pacific Islanders were developed using Asian talent. Awareness of, and calls to, the Quitline remained low, even though the ads and the Quitline were in the four Asian languages. The CDHS tobacco control staff worked with its advertising agency to plan and conduct qualitative research to glean insights about why initial efforts were not working and what they could do to generate more calls to the Quitline. Research included interviews with smokers, as well as analysis of existing Quitline operations and promotions, to determine factors contributing to the low volume of calls. One important insight they uncovered was that in Asian culture, particularly among men, calling a counselor to ask for help was seen as a sign of weakness or an admission that the caller had a problem. Developing and implementing the campaign. Based on the research findings, the Quitline was reposi tioned as a source for free information on how to quit smoking, rather than a counseling service. The new campaign included several elements. The “Jungle” campaign featured radio and print advertising that dramatized how smokers feel when they try to quit smoking: lost, trapped, hopeless, and unable to break free from their addiction to cigarettes. The ads encouraged smokers to call the toll-free number to obtain free information on ways to quit smoking. A three-minute television ad, which was developed and aired in the four key languages, demonstrated for viewers what happens when someone calls the Quitline. The ad showed that the operator would be helpful, respectful, patient, and understanding. In addition, an advertorial (advertisement in a format that resembles editorial content) in key print publications discussed step by step how the Quitline operates and emphasized that it was a free resource. The article featured quotes from the Asian-language Quitline staff discussing the benefits of calling. Print ads, radio ads, and advertorials were all produced in Cantonese, Korean, Mandarin, and Vietnamese and were placed in the appropriate media outlets. Within two months of the campaign launch, the Asian-language Quitline received nearly 1,100 calls— more than all previous years combined, and a 10,000 percent increase over the previous year. Ad placements had to be suspended temporarily because the Quitline exceeded its capacity. Today, the Quitline receives a steady stream of phone calls each month because the advertising content and placement have been optimized over time.


107

Bibliography Centers for Disease Control and Prevention. Prevention Marketing Initiative Nashville Demonstration Site. “Reality Check”: A Teen-Oriented Radio Soap Opera. Nashville, TN: CDC, 1997. National Center for Cultural Competence. The Journey Towards Cultural Competence—The Wisconsin Story. Washington, DC: Georgetown University Center for Child and Human Development, 1999. Ryan H, Wortley PM, Easton A, et al. Smoking among lesbians, gays, and bisexuals: a review of the literature. American Journal of Preventive Medicine 2001;21:142–9. U.S. Department of Health and Human Services. Guidelines to Help Assess Cultural Competence in Program Design, Application, and Management. Bethesda, MD: USDHHS, Health Resources and Services Administration, Bureau of Primary Health Care, Office on Minority and Women’s Health, 1996.

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Chapter 5

Evaluating the Success of Your Counter-Marketing Program To ensure accountability and enable future improvements in tobacco control programs, state tobacco control

In This Chapter

programs must be evaluated and have explicit goals

• Evaluation and Surveillance

coupled to performance measures.

• Types of Evaluation

— National Cancer Policy Board, 2000

• What Evaluation Can Do • When To Conduct an Evaluation

Evaluation plays a critical role in tobacco counter-marketing campaigns. Programs should be evaluated regularly to enable the program manager to build on successes, to switch to new strategies if necessary, and to be accountable to all those with an interest in the program’s outcome.

• Scope of the Evaluation • How To Conduct an Evaluation

Evaluation can help you to answer questions such as the following: ■

What impact is the counter-marketing program having?

■

Is the program being implemented as planned?

■

Are the audience’s attitudes or beliefs about tobacco being changed by the program?

■

Is the program helping to improve the health status of the

target population?

■

How can the program be improved?

■

Is the funding level appropriate for accomplishing the

program’s objectives?

Chapter 5: Evaluating the Success of Your Counter-Marketing Program

109

Systematic collection of data for evaluation of

they are generated, the managers can make

the counter-marketing program can help to

adjustments to the program and share results

inform decisions of program managers and

with stakeholders.

marketing managers, so the program can be improved and its outcomes demonstrated. However, this process doesn’t take place in a vacuum. You’ll need to define the purpose of the evaluation and decide which evaluation questions to ask, when evaluation should take place, how to present the questions to obtain the information needed, and how to provide this information to those who need it, in a way that facilitates its use.

evaluation. The Evaluation Working Group’s Framework for Program Evaluation in Public Health (CDC 1999b) provides general evaluation guidance. The National Tobacco Control Program: An Introduction to Program Evaluation for Comprehensive Tobacco Control Program Evaluation, from the Office on Smoking and Health (OSH) (CDC 2001), presents an evaluation approach useful for

An evaluation must be practical and must

tobacco control programs. CDC/OSH is

cover issues related to time, money, and the

preparing a manual that focuses on outcome

political context. For example, the more costly

evaluation specifically for paid counter-

and visible the program is, the more compre

advertising campaigns. (Check

hensive and rigorous the evaluation may need

http://www.cdc.gov/tobacco for availability.)

to be. The design of evaluation should be based

States may also contact their CDC project

on the expected use of the findings. Further

officers for information about how to obtain

more, it should be conducted in an ethical and

resources and contact evaluation experts.

high-quality manner, so results can withstand scientific scrutiny (Joint Committee on Stan dards for Educational Evaluation 1994; Patton 1997; CDC 2001).

110

CDC offers several resources to help you with

This chapter provides the basics of process and outcome evaluation for counter-marketing campaigns. It is consistent with the other CDC evaluation resources. The chapter addresses

Evaluation efforts should be planned during

the difference between evaluation and surveil

initial development of the program. Thinking

lance, types of evaluation, what evaluation can

about evaluation early improves both the

do for you, and the various steps in conducting

program and the evaluation. In addition, most

an evaluation. Additional guidance specific to

outcome evaluation requires a baseline study

each of the counter-marketing components

that must be conducted before any program

can be found in the chapters on those topics

activities take place. Evaluation should be

(Chapter 7: Advertising, Chapter 8: Public

coordinated with the program’s implementa

Relations, Chapter 9: Media Advocacy, Chapter

tion, so the results are timely and useful. If

10: Grassroots Marketing, and Chapter 11:

results are given to the program managers as

Media Literacy).



program. Three main types—formative,

Evaluation and Surveillance

process, and outcome evaluation—form a

The terms evaluation and surveillance are

continuum. Formative research and evaluation

often used together, but they are distinct

are conducted during program planning and

concepts. Program evaluation is “the system

development. (See Chapter 3: Gaining and

atic collection of information about the

Using Target Audience Insights and Chapter 7:

activities, characteristics, and outcomes of

Advertising for further information.) Formative

programs to make judgments about the

research and evaluation help to answer these

program, improve program effectiveness, and/or inform decisions about future program development” (Patton 1997; CDC 2001).

questions: ■

How should I design my program?

■

How well designed is each component

Surveillance is “the continuous monitoring or routine collection of data (e.g., behaviors,

of my program?

attitudes, deaths) over a regular interval of time” (CDC 2001). The Behavioral Risk Factor

Formative research and evaluation help you to

Surveillance System is an example of

decide what to do and how to do it. Formative

surveillance based on state data.

research is used to glean insights about the issue and your target audience(s) and to deter

Although you may use surveillance systems

mine which messages and interventions might

and program evaluation methods to collect

be effective. Formative evaluation is used to

data on similar items, these data shouldn’t be

test concepts, materials, and messages, to

used for the same purpose. Surveillance data

determine whether they are communicating

can be used to monitor overall trends in a

the intended messages and having the desired

population, but they can’t be used to attribute observed improvements to a specific program.

influence on your target audience.

If a program is implemented on a sufficiently

Process and outcome evaluations, the focus of

large scale and consistently across various

this chapter, are planned during the strategic

sites, surveillance data can help to validate

planning stage and conducted during and after

findings from the program evaluation.

the implementation stage. Process evaluation

However, states should consider supple

helps you to answer these questions:

menting traditional surveillance systems that ■

regularly monitor smoking behaviors and

planned, and is it on schedule?

other tobacco-related variables with additional data collection designed to evaluate state counter-marketing programs.

Types of Evaluation Several types of evaluation can help you to develop and assess your counter-marketing

Are we implementing the program as

■

What are we doing that was not in our original plan?

Process evaluation examines how your program is working while it is being imple mented. It helps you to determine whether you’re implementing with “fidelity”—whether Chapter 5: Evaluating the Success of Your Counter-Marketing Program

111

you’re sticking to your original program design.

the expected short-term, intermediate, and

For an ad campaign, this evaluation might

long-term outcomes. Typically, outcomes are

include assessments of whether the ad was

expected changes in the audiences targeted for

aired at the times you proposed and whether

the counter-marketing program. For example,

your target group was exposed to the message.

in an ad campaign, the outcome evaluation

In addition, you might record unforeseen

can show whether there’s any change in the

obstacles and potentially confounding environ

target audience’s awareness and recall of the

mental events to help you interpret findings. For public relations, process evaluation could involve documenting whether targeted key journalists were reached, the content of the pitch, and whether certain planned events took place. For a media literacy program, it might mean counting how many times the program was delivered, finding out if all the curriculum’s lessons were implemented, and determining

message; tobacco-related attitudes, beliefs, and other psychosocial factors; and behavior. For a grassroots marketing initiative, the outcome evaluation can show changes in the community’s level of involvement in, and commitment to, the program. For a media advocacy component, the outcome evaluation can assess whether your efforts led to a change

whether participants were satisfied with the

in tobacco-related policy. For public relations

content and delivery. Process evaluation enables

activities, your assessment might determine

you to report to stakeholders the plans you are

whether the target audience was aware of and

implementing and the progress of your efforts.

understood the messages in your stories. In addition to these expected outcomes,

Outcome evaluation helps you to answer the question: What effect are we having? It helps you to determine whether you’re achieving

unexpected outcomes sometimes arise, and these need to be acknowledged and included in your evaluation analysis.

Lesson Learned: Coordination The Mistake: One state didn’t establish a regular working relationship between program staff and evaluation staff. The program staff decided to stop running an ad but didn’t tell the evaluation team. The evaluation team didn’t check with the program staff to ensure that the ads were continuing to be aired as planned and continued to ask audience members, in subsequent waves of advertising awareness research, if they had seen the ad. Reported awareness of the ad dropped off, and the evaluation team concluded that the ad was ineffective. Fortunately, the mistake was discovered before the research report was widely disseminated. The Lesson: Establish regular communication and coordination between the program management and evaluation teams.

112



What Evaluation Can Do

evaluate your work all the time when you ask

Program evaluation has two general purposes.

based on feedback, and then use those judg

First, it helps program managers to revise and improve their programs. Second, it helps them

assessment needs, but in a statewide tobacco

the value of the investment, and maintain or

counter-marketing program, the stakes are

increase support and funding for program

usually higher. Most tobacco counter-marketing

efforts. Your stakeholders range from state

programs affect many people and involve a good

administrators, legislators, policy makers, and

deal of time and money, so you’ll need to use

taxpayers, to tobacco control and public

evaluation procedures that are more systematic,

health decision makers, to your bosses and

formal, visible, and justifiable.

partners. Well-conducted evaluations can: Allow you to compare the program’s

When To Conduct an Evaluation

effect among groups, particularly those

As noted earlier, evaluation is a continuous

most affected by tobacco’s harms ■

activity that needs to be planned along with

Demonstrate the role of effective coun

overall program planning. Too often, evalua

ter-marketing campaigns in reducing

tion is considered to be an “optional activity”

tobacco use and exposure to second

rather than an integral component of counter-

hand smoke, thereby gaining credibility

marketing that is included in program

for the counter-marketing elements of

planning from the start.

the tobacco control program ■

ments to improve your work. Those informal processes may be sufficient for regular, ongoing

be accountable to stakeholders, demonstrate

■

questions, consult partners, make assessments

In outcome evaluation, the timing of assess

Guide administrative decisions about

ments and reports should be coordinated with

including counter-marketing efforts

the changes you expect to see in the target

in comprehensive tobacco control

audience. For example, early in the campaign,

programs

you should expect changes in awareness and recall of your ads’ messages. As the campaign

■

■

Provide concrete results that can be

matures, you would expect changes in

shared with partners and the community

attitudes and beliefs. Only after building

Support replication, in your state or

awareness and seeing changes in underlying

others, of counter-marketing strategies

beliefs should you expect changes in intended

that work

behaviors and claimed behaviors. Behavior change, which is reflected by evidence such as

■

Advance the field by publishing results

If you’ve been working in public health for a while, evaluation won’t be new to you. You

reduction in smoking prevalence, is most likely to occur when counter-marketing is part of a more comprehensive tobacco control effort.


113

It’s unrealistic to expect that counter-marketing

whether the program is being conducted as

efforts alone will lead to substantial changes in

planned. These results will help you consider

behavior related to tobacco use.

the realities of conducting the program and

Some stakeholders will want the first wave of

make adjustments in its design.

outcome evaluation results within six months

Outcome evaluation is needed to determine

of launching the program. In this case, your

whether your program is having the intended

first wave of evaluation should concentrate on

effects. The more rigorous an outcome evalua

process measures and short-term and inter

tion is, the more expensive it is, and the more

mediate outcome measures (e.g., increases in

difficult it is to conduct. As a rule of thumb,

calls to a quitline, improvements in advertising

you should conduct more rigorous evaluation

awareness, or changes in knowledge) rather

under the following conditions:

than longer-term behavior changes. ■

The program is costly, highly visible or controversial, or represents a new and

Scope of the Evaluation

untested approach.

Every state should evaluate its counter■

marketing activities as part of the overall

Sound methods for rigorous evaluation exist.

evaluation of the tobacco control program. CDC recommends that 10 percent of a state’s

■

tobacco control funds be allocated to surveil

Future funding depends on the

program’s success.

lance and evaluation (CDC 1999a). You’ll need to decide the best way to allocate the funds

Because many of these characteristics apply to

and how rigorously to evaluate each activity.

the counter-advertising campaign, you’ll prob ably want to allocate a significant proportion

At a minimum, good process evaluation of each counter-marketing activity will enable the program manager to monitor the scope

of your evaluation resources to this compo nent of your counter-marketing program. Counter-advertising campaigns are new to

and quality of activities and to determine

Lesson Learned: Planning The Mistake: One state didn’t think about evaluation early enough and didn’t do a baseline assessment before launching a paid media campaign. Consequently, the state will never know the results produced by the paid media campaign. Well-funded, paid media campaigns often produce substantial changes in awareness, attitudes, and beliefs shortly after they are run. The Lesson: Start planning your evaluation when you start planning the program. Then you can conduct a baseline assessment before you begin to implement the program.

114



many states, and there is growing demand

developed by the CDC Evaluation Working

for more rigorous outcome evaluations.

Group (CDC 1999b).

The evaluation of the counter-marketing efforts should be coordinated with the evalua-

Step 1: Identify stakeholders, and establish an evaluation team.

tion of the whole tobacco control program.

Like planning and implementation, evaluation

Counter-marketing activities are just one

can’t be done in isolation. It involves partner-

component of a complete tobacco control

ships. To identify the stakeholders, ask your-

program, and evaluation can help to show

self: Who is the audience for the evaluation?

whether all activities and components are

What do they care about? The CDC Evaluation

working together effectively.

Working Group identified three overlapping groups that are integral to program evaluation

How To Conduct an Evaluation

(CDC 1999b):

To conduct a systematic evaluation of a

■

tobacco counter-marketing program, you

People involved in the campaign’s operation, such as management,

need to consider several steps. This detailed

program staff, partners, the funding

discussion of the steps follows the format

agency, and coalition members

Steps for Conducting an Evaluation Step 1. Identify stakeholders, and establish an evaluation team. Identify and involve those who will use or are affected by the evaluation. Step 2. Describe your counter-marketing program. Establish the need for an intervention, articulate your goals and objectives, and develop a program logic model. Step 3. Focus the evaluation design. Identify the purpose of the evaluation, develop and prioritize evaluation questions, and choose the evaluation study design. Step 4. Gather credible evidence. Develop outcome measures; identify indicators; select data-collection methods that are trustworthy, valid, and reliable; and collect the data. Step 5. Justify conclusions. Analyze and interpret the data, draw conclusions, and make recommendations. Step 6. Ensure use of results and share lessons learned. See that results are disseminated and used to inform decisions.


115

■

People served by the campaign, such as

appropriate staff from these agencies should

advocacy groups and members of the

be involved in the evaluation planning.

target audience; elected officials; and any others who would be affected if the campaign were expanded, limited, or ended as a result of the evaluation ■

Any serious effort to evaluate a program must consider the different values stakeholders have, ensure that their perspectives are understood, and try to respond to their unique

The primary intended users of the

information needs (Patton 1997). If stake

evaluation or anyone in a position to

holders aren’t appropriately involved, it’s more

make decisions about the counter-

likely that evaluation findings will be ignored,

marketing efforts, such as health

criticized, or resisted. If they are involved,

department decision makers, public

they’re likely to feel ownership and help you to

health officials, and state legislators

gain allies who will defend the evaluation and

In addition, if you’re working with an ad

its findings.

agency, a public relations agency, or both,

A Good Evaluator To choose a good evaluator, consider whether the person: ■

Has experience evaluating health promotion programs, with particular emphasis on tobacco

control, marketing campaigns, or health communication programs

■

Can provide references (Check all references carefully before you contract with an outside

consultant.)

■

Can walk you through some of his or her recent research projects, to demonstrate skill and

experience

■

Can work with a wide variety of people, from representatives of the target audience to high-level public officials

■

Develops innovative approaches to evaluation while considering budget limitations and other realities

116

■

Complements the in-house evaluation team and increases its evaluation capacity

■

Shares all findings with the program staff regularly

■

Demonstrates the ability to include cultural competency in the evaluation



You can involve stakeholders in the evaluation

and possibly controversial, and the audience

in various ways. The following approach has

for the evaluation may not view the findings as

been adapted from the CDC Evaluation

credible unless they’re generated and reported

Working Group’s Framework for Program

by outside experts. Stakeholders often see

Evaluation in Public Health (CDC 1999b).

outside evaluators as being neutral and objec tive and without the vested interests of those

1a: Establish an evaluation team.

inside the organization that is implementing

An evaluation team should consist of the

the program. Technical expertise may be

program manager, external stakeholders, and

available through external partners (e.g.,

people with evaluation expertise. The program

organizations, universities, companies, and

manager or someone on the counter-

tobacco control programs in other states) or

marketing staff should act as a liaison with the

through CDC and its Prevention Research

evaluation team and should be responsible for:

Centers program. This national network of 24 academic research centers is committed to

■

Budgeting for the evaluation

■

Developing and communicating pro

information is available at www.cdc.gov/prc.)

gram objectives and the logic model

States may consult with their CDC project

prevention research (CDC 2001). (Contact

officers for advice on finding the appropriate ■

Managing evaluation contracts

■

Coordinating evaluation activities

outside experts and working with them.

Step 2: Describe your countermarketing program.

between program staff and the

evaluation team

To effectively plan the evaluation, you’ll need ■

Incorporating evaluation findings into

to have a clear description of your counter-

program planning and revision

marketing program. This description should

Although the program manager should be able

include background information justifying the

to understand and provide input on evaluation

need for the program, appropriate program

activities, he or she will need to find someone

goals and objectives, and a logic model to help

with the technical expertise to design and

define what you hope to achieve and to guide

implement specific evaluation tasks.

the evaluation. Negotiating with stakeholders about a concise program description will help

If your health department has personnel with

to gain their support and allow them to

technical expertise, they can be part of the

provide insights that might be useful for

evaluation team, but you should also involve

program planning (Patton 1997; CDC 2001).

outside evaluation experts. Your countermarketing program—especially the counter-

If you followed the guidance in Chapter 2:

advertising component—will be highly visible

Planning Your Counter-Marketing Program,


117

this step will have already been completed.

the overall goal is to reduce tobacco-related

If you have not described your counter-

morbidity and mortality. To fulfill this vision,

marketing program, refer to the planning

CDC has identified four more specific goals,

chapter, which offers more information on

one or more of which will be relevant to your

two of the program planning steps that are

program (CDC 2001):

essential to planning an evaluation: articu

1. Prevent the initiation of tobacco use

lating program goals and objectives and

among young people.

developing a logic model.

2. Promote quitting among young people

2a: Articulate program goals and objectives.

and adults. 3. Eliminate exposure to secondhand

Before an evaluation can be effectively

smoke.

planned, you’ll need to determine what your program needs to accomplish and what can be realistically accomplished within the budget

related to tobacco use and its effects

and time frame. If your formative research has

among different population groups.

already been conducted, the findings can be helpful here. These results should have allowed you to identify the populations most in need and the behaviors and behavioral determi nants that should be targeted for change. In addition, through pretesting of your messages and program approaches and your review of how similar approaches worked in other states, you should have gauged the amount of change to expect in your target audience.

Objectives are statements that describe the desired results. Tobacco control and prevention programs are complex and have multiple steps and effects. Select a limited set of objectives that will allow you to focus your evaluation on the most important results that are feasible to obtain. In addition, objectives should be con ceptually linked, so that objectives at the local level are logical extensions of national and state objectives. The specific objectives outlined

Formative research results should be used to

in Healthy People 2010 are a good starting point

determine your program’s goals and objec

for tobacco control efforts (U.S. Department of

tives. These goals and objectives are also

Health and Human Services 2000, available at

critical to the evaluation, because they

http://www.health.gov/healthypeople/

establish how you’ll determine whether your

Document/HTML/Volume2/27Tobacco.htm).

program is being implemented as planned and how you’ll measure your program’s success.

118

4. Identify and eliminate the disparities

Good objectives are specific and measurable (CDC 2001). Well-written and clearly defined

A goal is the overall mission or purpose that

objectives will help you to set your program

helps to guide a program’s development. In

priorities, aid you in monitoring progress, and

tobacco counter-marketing, as with all

serve as targets for accountability. Objectives

tobacco prevention and control components,

should be SMART:



■

■

Specific. The objective must identify

There are two general types of objectives:

a specific event or action that will

process objectives and outcome objectives.

take place.

Process objectives describe the scope and quality of the activities that will be imple

Measurable. The objective must

mented and the population and other entities

identify the amount of change to be

(i.e., individuals and organizations) that will

achieved, and there must be a way to

take part in these activities. A process evalua

measure the change. ■

tion examines how well you’re achieving your

Achievable. The objective must be

process objectives or how well you’re imple

realistic and achievable.

menting your program, compared with the objectives in the original plan. If you’re con

■

Relevant. The objective must be logical

ducting a counter-advertising campaign in the

and relate to the program goal. ■

spring to prevent initiation of smoking among youths, process objectives might be:

Time-bound. The objective must provide a time by which the objective

■

will be achieved.

By February 2003, pretest an ad coun tering a tobacco industry message with six focus groups of 12-to-17 year-olds.

One example of an objective is that, in a certain state, the proportion of restaurants with smokefree policies will increase from 40 percent to

■

By March 2003, run the youth ad on TV so that 70 percent of the state’s 12- to 17

60 percent by the end of 2005.

year-olds are potentially exposed to the

This objective is specific because it states that

ad a minimum of three times on average

restaurants will have smokefree policies in

per four-week period.

place. It could be made more specific if it

Outcome objectives describe the results you

identified which types of restaurants and

expect from the program. They quantify

which types of smokefree policies. It’s measur able because it identifies the current or

anticipated program effects by specifying “the amount of change expected for a given health

baseline value and a level of change that is

problem/condition for a specified population

expected. It’s achievable because it outlines a

within a given time frame” (University of Texas

realistic amount of change, assuming a strong

1998; CDC 2001).

counter-marketing program focused on this objective. The degree to which it’s achievable

Outcome objectives are often divided into

will depend on the context and realities within

short-term, intermediate, and long-term

the state and the resources available. It’s

outcomes (Green and Lewis 1986; Green and

relevant because having smokefree policies

Kreuter 1999; Green and Ottoson 1999; CDC

will help to eliminate exposure to secondhand

2001). An example of a short-term outcome

smoke. It’s time-bound because a specified

objective might be: Increase the proportion of

time frame is given. Chapter 5: Evaluating the Success of Your Counter-Marketing Program

119

high school youth with confirmed awareness

■

of the youth ad campaign from 5 percent in

Inputs—what is invested in the program to support it

January 2003 to 50 percent in June 2003. ■

An example of an intermediate outcome

Activities—the actual events or actions that take place

objective might be: Increase the proportion of ■

high school youth who report they believe that

Outputs—the immediate products of these activities

the tobacco industry deliberately uses adver tising to get young people to start smoking

■

Outcomes—the intended effects of

from 40 percent in January 2003 to 60 percent

the program, initial, intermediate, and

in December 2003.

long-term

Examples of long-term objectives might be: ■

Decrease the proportion of high school youth who report smoking a cigarette in the past 30 days from 40 percent in 2001 to 30 percent in 2003.

■

Some examples of inputs, activities, outputs, and outcomes for various components of a counter-marketing program are shown in Appendix 5.1. The inputs are the monetary and human resources needed to do the work and the infrastructure required to support the

Decrease the prevalence of high school

program. These factors include funding, staff,

youth who report smoking five or more

technical assistance, partner organizations,

cigarettes a day from 25 percent in 2001

contracts, equipment, materials, and a sound

to 20 percent in 2003.

program design. The type of staff, amount of funding, and program design will often differ

2b: Develop a logic model. Developing a logic model of your countermarketing program is a good way to fully explain how the program is supposed to work. (See Chapter 2: Planning Your CounterMarketing Program for further information on developing a logic model.) A logic model is a flowchart of your program that shows the sequence of events in a chain of causation. Elements of a logic model can vary, but they generally include the following (United Way of America 1996):

for each component of your program. Activities are the actions the countermarketing staff will take to carry out the program. Examples of such actions are identifying audiences, writing plans, creating and revising materials, contacting individuals and organizations, and organizing events. Program outputs (sometimes called process outcomes) are the immediate products of these activities; outputs include ads that are run, stories that are placed, events that are attended, and media literacy sessions that are conducted.

120



Figure 5.1: Logic Model for Youth Tobacco Use Prevention Advertising Campaign

Outcomes are the results you hope your efforts

will achieve; they are divided into short-term,

intermediate, and long-term (Campbell and

Stanley 1963). More important than the label

for the outcome, however, is the chain of

Input Funds for paid media

causation linking one outcome logically to

another. A logic model shows how you expect

change to occur or how the immediate prod

ucts of your activities will lead to short-term,

Activity Design industry manipulation ad

then intermediate, then long-term outcomes.

As much as possible, the logic model should

be tailored to your particular campaign, target

audience, strategy for influencing behavior,

Output Industry manipulation ad is aired on the stations and at the time to reach youth; youth are potentially exposed

and specific behavioral objective. Figure 5.1

shows an example of a logic model for a

tobacco counter-advertising campaign

designed to prevent youth from starting to

smoke tobacco. The campaign points out that

the tobacco companies try to influence young

Short-Term Outcome Youth report awareness of the specific ad and react positively to it

people to start smoking by convincing them

that smoking is cool. Appendix 5.1 provides

other examples of logic models for the

components of a counter-marketing program.

Although the sample logic models list

Intermediate Outcome Youth are more likely to believe that

tobacco companies try to get people to smoke

and less likely to believe smoking is cool

behavioral outcomes, behavior change

typically results only through a combination of

interventions. For example, a media literacy

program would not be expected to result in a

reduction in youth smoking unless other

components of the counter-marketing

Long-Term Outcome Fewer youth report trying cigarette smoking

program were also influencing these youth.

The elements of the logic model are linked in a

series of if-then statements. If the ad is aired

on the selected channels, then audience

members who watch the channel can be

aware of, comprehend, and react positively to


121

the ad. If the audience is exposed to, aware of,

tobacco use” to be the long-term outcome.

and recalls the ad, then their attitudes, beliefs,

The logical sequence of short-term, inter

and other psychosocial factors might change.

mediate, and long-term outcomes, based on

(Psychosocial factors are characteristics such

your program’s theoretical under-pinnings and

as attitudes, beliefs, perceived norms, and self-

the types of change that can be expected, is

efficacy that, according to the major theories

more important than the labels.

of behavior, are the determinants of people’s behavior.) If changes in psychosocial factors occur, then one would expect changes in behavior.

program outputs and short-term outcomes are articulated in program logic models. In a public relations effort, for example, one may

This logic model is the model for one type of

consider the public relations activities of

effort, a youth counter-advertising campaign.

identifying and connecting with key journalists

You could also develop a logic model for your

to be the program outputs and getting press

entire counter-marketing program that shows

coverage and audience exposure to be a short-

how each component works individually and

term outcome. Others may consider the PR

is coordinated into an integrated program.

activities, news coverage, and audience expo

Another option is to develop a logic model for

sure all as outputs and the target audience’s

the entire state tobacco control program that

actual awareness of the counter-marketing

shows how the various counter-marketing

message as the short-term outcome. Here we

efforts work in combination with the other

use the latter interpretation across all counter-

elements of the tobacco control program.

marketing programs, so that program outputs

Some good examples of logic models can be

include multiple “products of activities” that

found in the CDC/OSH tobacco control

allow the target audience to be exposed to

evaluation manual, Introduction to Program

counter-marketing messages and short-term

Evaluation for Comprehensive Tobacco Control

outcomes include the target audience’s

Programs (CDC 2001).

increased awareness of these messages.

It’s not uncommon for people to have different interpretations of the short-term, intermediate, and long-term outcomes for a particular program. What may be an intermediate outcome to some may be a long-term outcome to others. For example, one person may consider “quitting smoking” to be a longterm outcome for a particular smoking cessation program, while another may con sider quitting smoking to be an intermediate outcome and “long-term abstinence from 122

There are also different interpretations of how

Step 3: Focus the evaluation design. An evaluation can easily become too extensive and complex. In collaboration with stakehold ers, the evaluation team will need to decide the evaluation’s purpose and how results will be used. The evaluation plan should outline the questions you plan to answer, the process you’ll follow, what will be measured, which methods will be used, who will perform various evaluation activities, what you will



do with the information after it’s collected,

To prioritize the evaluation questions, the evalua

and how the results will be disseminated.

tion team should brainstorm with the stake holders and intended users. You should use your

3a: Determine the purpose and questions for the evaluation.

process and outcome objectives to guide this

You can help to focus the evaluation by deter

questions you want the evaluation to answer.

discussion, so the objectives are linked to the

mining the information you need and setting

Develop evaluation questions for each compo

priorities for the evaluation questions used to get that information. Because the prioritized ques tions will guide the methods for gathering the information, decisions about the questions should be made before choosing the methods.

nent of your counter-marketing campaign. One study won’t effectively answer all your evaluation questions, so consider conducting several studies that will make up an evaluation portfolio. Put together a table that summarizes the objectives

Table 5.1: Sample Program Objectives and Corresponding Evaluation Questions

Objectives

Evaluation Questions

Advertising Component Process Objective By the end of 2003, an ad for a branded state counter-advertising campaign aimed at youth will have been aired on TV to reach 80 percent of 12- to 17-year olds an average of six times per fourweek period.

Did youth react positively to the ad in the campaign during the formative research?

Outcome Objective By the end of 2003, 60 percent of 12- to 17-year-olds will confirm their awareness of one or more of the TV ads in the state youth advertising campaign, and 50 percent will correctly recall the main message(s).

Among 12- to 17-year olds, were 60 percent or more aware of the ad?

Decrease the proportion of high school youth who report trying a cigarette from 40 percent in 2001 to 30 percent in 2003.

Based on the TV show ratings during which the ad was broadcast and its corresponding reach of the audience, were at least 80 percent of the 12- to 17-year-olds theoretically exposed to the ad at least six times? During which time periods was the ad aired?

Were 50 percent or more able to recall the message? Were there differences in awareness and recall that were based on sex, age, or ethnic background of the youth? Did the proportion of high school youth who initiated cigarette smoking decrease from 40 percent to 30 percent? Were there differences in the decrease of initiation of cigarette smoking that were based on the sex, age, or ethnic background of youth? How does the change in youth initiation of cigarette smoking in the state compare with that in the nation? Can some of the change be confidently attributed to the advertising campaign? Continues


123

Table 5.1: Sample Program Objectives and Corresponding Evaluation Questions (cont.)

Objectives


Public Relations Component Process Objective By the end of 2003, representatives from the top 10 print and broadcast media outlets will have been reached with counter-marketing messages at least five times through phone, mail, and press conferences; five of these media outlets will have included these messages in their coverage and 50 percent of the target audience will have been exposed to the messages.

Outcome Objective Increase the target audience’s awareness of counter-marketing messages in media outlets by 25 percent from 2002 to 2003.

Were the required number of media representatives reached the designated number of times? Did the required number of media outlets cover the countermarketing messages? How well were the messages covered (e.g., how much space and time for stories with protobacco slant and for stories with antitobacco slant)? Which outlets responded? How many target audience members were exposed to these messages?

Did the target audience increase its awareness of countermarketing messages by 25 percent?

Media Literacy Component

124

Process Objective By December 2003, at least 1,000 middle school children will have been reached with media literacy sessions through programs offered in 10 schools and through 10 youth-serving organizations in the state.

Were media literacy sessions offered in the designated number of schools and organizations? Did these sessions reach the required number of children?

Outcome Objective Increase by 50 percent the number of program participants who can competently deconstruct a tobacco industry ad and produce their own counter-marketing message.

As a result of the program, did participants increase their media literacy skills sufficiently to be able to deconstruct industry ads and develop tobacco counter-marketing messages?

What were the ages, gender, and race/ethnicity of the children reached?



and corresponding evaluation questions for each

Evaluation designs can be broadly divided into

component (e.g., Table 5.1). This table will help

three types: experimental, quasi-experimental,

you take the next step of determining the studies

and observational. As CDC (2001) notes,

that should be in your portfolio.

“Experimental designs use random assignment to compare the effect of an intervention in one

3b: Select the evaluation design.

or more groups with the effect in an otherwise

The evaluation design is the structure or plan

equivalent group or groups that don’t receive

for data collection that specifies which groups

the intervention.” For example, you could

will be studied and when. The design you

identify a set of schools willing to participate in

select influences the timing of data collection,

an outcome evaluation of a media literacy

how you analyze the data, and the types of

curriculum. One-half of the schools could be

conclusions you can draw from your findings.

randomly assigned to begin to use the curriculum immediately (test group) and one-

Choosing the appropriate evaluation design is

half to use it after the study is completed

particularly important if you’re planning an

(control group).

outcome evaluation. Outcome evaluation tests the effectiveness of an intervention, and the

An experimental design is often unrealistic for

evaluation design’s strength will affect your

a counter-advertising campaign, because

ability to attribute change to the intervention.

exposure to the message is widespread and

Because you may be under considerable

you can’t control who gets it. Many times,

pressure to demonstrate the effectiveness of

people have ethical concerns with experi

your program—especially the advertising

mental designs, because interventions are at

component—your evaluation team needs to

least temporarily withheld, during the time of

be familiar with various designs. This section

the study, from those who need them. To deter

touches briefly on various designs, but you

mine whether you need an experimental

may also need to consult other resources to

design for an outcome evaluation of your

help you make decisions about study design

counter-marketing program, consult an expert

(Campbell and Stanley 1963; Spector 1981;

and consider issues such as scientific appro

Wimmer and Dominick 1987; Fletcher and

priateness and costs.

Bowers 1988; Flay and Cook 2001; Rice and Atkins 2001; Hedrick et al. 1993; Hornik 1997; Rothman and Greenland 1998; Siegel and Doner 1998; Freimuth et al. 2001). Feasibility, scientific appropriateness, and costs must be considered in selecting a design, as well as your immediate and longer-term needs for data collection. You’ll also need to know your stakeholders’ standards, so you can choose a

Many program managers find a quasiexperimental design easier to use than an experimental design, but a quasi-experimental design is not as scientifically strong. CDC (2001) comments that “this design makes comparisons between nonequivalent groups and doesn’t involve random assignment to intervention or control groups.” A simple example of a quasi-experimental design would

design that meets those standards. Chapter 5: Evaluating the Success of Your Counter-Marketing Program

125

be measuring the attitudes, beliefs, and

campaign) the more confident you can be that

behaviors of two communities, one of which

the changes in program outcomes are to some

chose to conduct a counter-marketing

extent attributable to the program.

campaign and the other had no intervention. The community with no intervention would be selected for its similarity to the first community.

Step 4: Gather credible evidence. So far, you’ve written measurable objectives,

According to CDC (2001), “Observational

developed a logic model, selected the types of

designs include, but are not limited to, time-

evaluation and the evaluation questions, and

series analysis, cross-sectional surveys, and

determined the study design(s) you’ll use. The

case studies.” Case studies are generally

next step is to decide on specific outcomes to

descriptive and exploratory. If your program or

address and identify the indicators you’ll use

your application is unique or you’re working in

to measure progress. Once these are in place,

an unpredictable environment, you might

you’ll be ready to figure out which sources of

want to consider a case study. Case studies are

data and data collection methods should be

often used to evaluate media advocacy

used to obtain the information you need.

projects, to provide an in-depth examination of how media coverage on a particular topic was framed and how community advocates

4a: Develop outcomes and identify indicators.

were involved in the media advocacy

By now, you should have decided what kind of

initiatives (Wallack et al. 1999). Cross-sectional

outcome evaluation you’ll conduct and which

surveys, such as the Youth Tobacco Survey

components of the counter-marketing program

(YTS) and surveys performed using a time-

will be addressed in the evaluation. Make sure

series analysis, can be conducted with a target

that the outcomes you choose reflect the

audience to help determine whether the

evaluation’s purpose(s), audience(s), and the

desired outcomes of your counter-marketing

intended uses of the results and that they’re

program (e.g., reduced tobacco use) have been

relevant to the component(s) you’re studying.

achieved. Cross-sectional surveys are admini

If your ad campaign has been running for an

stered to independent samples of the target

extended period and the legislators want to

population. For a time-series analysis, the

know whether youth smoking has decreased

target population is surveyed a number of

and the campaign is worthy of continued

times both before and during program imple

funding, then behavioral outcomes should be

mentation. Although this type of analysis can

the evaluation’s primary focus.

require considerable resources and time, the more times the target population can be surveyed and the more closely the timing of the survey can mirror the timing of your inter vention (e.g., through ads in a paid media

126

After you’ve selected the outcomes, determine which indicators you can use to show whether you’ve achieved these outcomes. Indicators are specific, observable, and measurable



characteristics or changes that show the

4b: Collect data.

progress a program is making toward achieving

Next, you’ll need to decide which methods to

a specified outcome (Campbell and Stanley

use to gather data about your outcomes and

1963; CDC 1999b; CDC 2001). Indicators

indicators. Each method has advantages and

translate general concepts related to the

disadvantages. Some methods are appropriate

program, its content, and its expected effects

for process evaluation; others are appropriate

into specific measures that can be interpreted.

for outcome evaluation. A number of common

For example, the percentage of high school

data-collection tools and methods are used for

youth who report that they’ve tried smoking a

process evaluation, outcome evaluation, or

cigarette, even a puff or two, is an indicator that

both. (See Appendix 5.2: Key Data Collection

can be used to measure the long-term outcome

Tools and Methods.)

of efforts to decrease smoking among youth. Also, the percentage of high school youth who

Try to use methods that your stakeholders

report that tobacco companies deliberately use

perceive as credible. Some stakeholders may

advertising to get them to start smoking is an

want you to use an interview method to gather

indicator of the short-term outcome of efforts

qualitative feedback from the community;

to increase negative beliefs about the tobacco

others may want you to conduct an extensive

industry.

population-based survey. Be prepared to explain the value of more rigorous methods to

Each outcome should have at least one

stakeholders less familiar with evaluation.

indicator, and each indicator should measure an important dimension of the outcome. You

Consider conducting a custom survey.

must be specific about what each indicator will measure. Indicators define the criteria you’ll

Surveys are likely to be part of every countermarketing evaluation. They can be roughly

use to judge your progress in achieving the

divided into two types: (1) primary data surveys

desired outcomes. You can assess behavior in

(custom surveys), which are designed for your

several ways. Identifying the best indicator

specific needs, and (2) secondary data surveys,

depends on the type of behavioral outcome

which must be used as they are, because they

you’re addressing. Indicators that may be

have been developed by other individuals or

useful for monitoring long-term trends in

organizations for particular purposes.

smoking prevalence (e.g., “whether a person smoked 100 cigarettes in his or her lifetime”)

Primary data surveys. In most states, some

will yield a different estimate of behavior than

form of primary data collection will be needed

indicators that are appropriate for evaluating

to evaluate the specific outcomes of the

the impact of a counter-advertising campaign

counter-marketing efforts, particularly the

on a population (e.g., “on how many of the past

advertising component. Although surveys for

30 days a person smoked”).

collection of primary data can be expensive, they have many advantages. These surveys can


127

be customized with specific items, sampling

probably will measure variables such as the

plans, and timing of administration to fit your

target audience’s awareness and recall of the

counter-marketing campaign. You can track

counter-marketing messages and the attitudes,

awareness of your specific ads and themes, the

beliefs, intentions, and behaviors related to

attitudes and beliefs relevant to your campaign,

tobacco use. (See Appendix 5.3 for sample

and behaviors in your target population. These

survey items.) Another resource is primary

data can be used to help you make decisions

surveys that have been developed to evaluate

about how to improve and when to change the

other state counter-marketing campaigns.

campaign. Many states have used custom surveys to demonstrate the effectiveness of their counter-advertising efforts.

Some research methods require Institutional Review Board (IRB) approval. Nearly all gov ernment agencies, academic institutions, and

Depending on your resources, you should

other organizations require an assessment of

consider custom surveys for each of the large

the impact on human subjects involved in

components of your counter-marketing

qualitative and quantitative research, includ

program. Alternatively, one way to integrate

ing the protection of collected data. Some data-

the outcome evaluation of several components

collection efforts are exempt from IRB

is by conducting a customized survey to assess

approval. For each research project under

the full range of audience outcomes for all

taken, it is recommended that you consult the

components of your counter-marketing

IRB expert in your organization.

(advertising, news articles and stories, grassroots events, media literacy, and media advocacy). This approach may appear to be more efficient, but it may not yield the same quality of data that could be generated from conducting an individual survey on each component.

Secondary data surveys and data collection systems. All states have access to secondary data, particularly on behavior. Several secondary data sets are described in CDC’s Surveillance and Evaluation Data Resources for Comprehensive Tobacco Control Programs (Yee and Schooley 2001). These sources may

In most cases, you should contract with an

include data that can be disaggregated at your

outside expert to design a customized survey

state’s level. Sources include the following:

for use in collecting these primary data. For ■

Adult Tobacco Survey

■

Behavioral Risk Factor Surveillance

assistance in finding and working with an appropriate contractor, states may consult with their CDC project officers. A good way to

System

start work on a survey is to discuss with your evaluation expert questions associated with

■

Supplements

design, sampling and sample size, measure ment, and data collection and analysis. (See Table 5.2 for sample questions.) Your survey 128


Current Population Survey Tobacco Use

■

Monitoring the Future


Table 5.2: Questions To Ask in Designing a Survey To Evaluate Counter-Marketing Efforts Design: How should I structure the study? • How should I establish control or comparison points against which I can assess impact? • When and how many times do I want to survey people? • Should I survey the same or different people each time? Sampling: Whom should I study, and how should I select the study participants? • Whom should I survey? • What sampling plan should I use? • How many people should I survey? • How large a sample do I need to make the comparisons I want to make with sufficient statistical power? Measurement: What questions should I ask, and how should I ask them? • What variables do I need to measure? • How many items do I need for each variable? • How do I ensure that my measures are reliable and valid? • Do I create my own items, or can I use someone else’s items? Data collection: How should I collect the data? • Should I collect custom data or use existing data? • How should I administer my survey? • How can I ensure a high response rate? • What data do I need in addition to survey data? Analysis: How should I analyze the data to answer the evaluation questions? • Which descriptive statistics should I use to help describe and summarize the data (e.g., frequency data, raw numbers, and percentages)? • Which inferential statistics should I use to allow generalization from my sample to a wider population and to enable me to test hypotheses that the data are consistent with research predictions? • What analyses can I conduct to determine whether the program is effective?


129

■

National Health Interview Survey

■

National Household Survey on

Drug Abuse

■

■

smoking behavior that can be used to track long-term trends and provide state-level estimates of students in grades 9 through 12. National data are available for comparison, and

Pregnancy Risk Assessment

data from nearby states also might be available.

Monitoring System

Disadvantages of these data are that they are

State Tobacco Activities Tracking and Evaluation System

■

Youth Risk Behavior Surveillance System

■

Youth Tobacco Survey

collected only every two years, in the spring, and that the instrument assesses only behavior. The YRBS could be and has been enhanced in many states by adding questions. Vermont, for example, has added items that help (1) to measure how easy it is for youth to get ciga

Although these secondary sources are unlikely

rettes and (2) to assess youths’ opinions of their

to be ideal for evaluating your counter-

parents’ attitudes toward their own cigarette

marketing program, they can provide

use. Alabama has added an item that helps to

important information on trends, especially

determine whether a youth’s health care

for attitudes, intentions, and behaviors. In

provider addresses tobacco use prevention. For

many states, current studies can be modified

some states, the YRBS might prove to be a

to make them more relevant to the counter-

useful data source to include in portfolios.

marketing component. It might be possible to add items or modules, modify the sampling

Step 5: Justify conclusions.

plan, increase the sample size of some

Once the data are gathered, you’ll need to

segments, or adjust the timing. Alternatively,

analyze and interpret the data and formulate

you could time the launch of your program to

conclusions and recommendations. Your

fit the timing of the routine collection of data.

analysis and interpretation should be related

Early in the planning of your evaluation, review what secondary sources are available in your state and see if they would improve your evaluation. For example, many states conduct the Youth Risk Behavior Survey (YRBS), a school-based survey of youth risk behaviors. The instrument includes several items on

130

to the evaluation questions. Essentially, analysis and interpretation are a matter of tracking what happens along each step of the logic model. (See Table 5.3 for the key evaluation questions in tobacco counter-marketing and examples of data analysis approaches for each question.)



Table 5.3: Evaluation Analysis


Data Analysis Approach

Process Evaluation: Is the state’s counter marketing program being implemented as planned? Are the program activities being conducted at the planned level (quantity and quality)?

• Summary of data on the number and quality of media literacy sessions conducted

Are members of the target population exposed to the ad and participating in the program?

• Summary of ratings of TV shows during which paid counter-advertisements were aired • Summary of data on the number of participants in a youth summit

Short-Term Outcome Evaluation: Is the state’s counter-marketing program having the intended effects? Who is aware of the ad? Who is aware of the program? Are all segments of the target population aware of the ad? Are all segments aware of the program?

• Collecting data on the percentage of the state’s adult voters who recalled seeing a story or article about tobacco in a newspaper or magazine in the past month • Obtaining data on the percentage of 12- to 17-year-olds who reported seeing one of the state’s counter-marketing ads in the past month • Acquiring data on the level of awareness of the campaign’s brand among youth by gender, age, race/ethnicity, and community • Collecting data on the percentage of restaurant owners who reported knowing about the state’s policies on secondhand smoke

Is the right message getting across?

• Obtaining data on the percentage of participants who were aware of the advertising campaign and could correctly recall the intended message • Acquiring data on the percentage of the articles on the counter-marketing theme that conveyed the intended message

How is the target population’s awareness of the program changing over time? How is it changing in relation to specific counter-marketing efforts?

• Tracking data at several points over time to indicate (1) the percentage of the state’s population that is aware of the counter-advertising campaign; (2) whether the percentage is higher immediately after the counter-marketing efforts; and (3) when the percentage starts to decrease, suggesting that the effects of the state’s ads have peaked or that the state has reduced its media buying Continues


131

Table 5.3: Evaluation Analysis (cont.)


Data Analysis Approach

Short-Term Outcome Evaluation: Is the state’s counter-marketing program having the intended effects? Are attitudes, beliefs, and other psychosocial factors moving in the desired direction?

• Pretest and posttest tracking of data (1) on restaurant owners’ belief that secondhand smoke is harmful to health and (2) on the public’s attitudes toward policies on exposure to secondhand smoke

Is behavior changing?

• Tracking data at several points over time that indicate the percentage of high school students who reported trying a cigarette or using chewing tobacco • Tracking data at several points over time that indicate the percentage of smokers who reported trying to quit smoking

Are the counter-marketing efforts contributing to the changes in attitudes, beliefs, policies, and behavior?

• Collecting data to address whether change can be attributed to the intervention: (1) the percentage of participants who believe in negative health consequences of smoking, among those who are aware of the state’s ads on health consequences versus those who are not aware and (2) the percentage who understand the tactics of tobacco advertising, among those who participated in the media literacy workshop versus those who did not participate • Monitoring data on tobacco-related policies to document their stage of development, implementation, and enforcement, and comparing the timing of these stages with the timing of activities in the tobacco counter-marketing campaign

Long-Term Outcome Evaluation: Is the state counter-marketing program achieving its long-term goals? As part of the state’s entire tobacco control program, do the state surveillance data indicate progress toward goal(s)?

• Monitoring surveillance data on the prevalence of smoking or public exposure to secondhand smoke and comparing these data with data from the tobacco control program (customized survey)

Descriptive Analyses

monthly reports on each component, to

Analysis and interpretation of your process

ensure that the activities are being imple

evaluation data will be descriptive. The data

mented as planned. Relevant questions

will consist of raw numbers and percentages


(e.g., frequency data) that simply describe the level of activities and outputs that have taken place. As a manager, you’ll want to review

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■

Is the public relations specialist con ducting all the planned press activities?


■

■

Have quitline operators been

Comparative Analyses. Beyond descriptive

trained appropriately?

analyses, you’ll also want to perform compara tive analyses to determine whether your

Are all the media literacy sessions

program is successful. In conducting compara

being held?

■

■

tive analyses, you’ll need to use inferential

Have the ads been designed, tested,

statistics to determine whether the differences

and produced?

you observe are great enough to be statistically significant. Consider at least four types of com

Is the state on target in its media buying?

parisons: over segments of your target popula

If the expected level of activity isn’t being

tion, over time, over regions, and over levels of

achieved, you need to determine what needs

awareness of the counter-marketing effort.

to be done to ensure that the necessary

Analyses by segments. Comparisons of levels

resources and support are available.

of awareness, attitudes, beliefs, and behaviors

As another descriptive analysis, you’ll want to

by segments of your target population will tell

determine whether the program is reaching

you whether you’re reaching a substantial

enough people. Are audience members aware

proportion of each segment and how your

of the advertising campaign? Are enough

efforts are influencing each segment. Consider

articles and editorials being published? Look at

analyzing the data by gender, age, and race/

the quality of the reach as well as the quantity.

ethnicity. Counter-advertising programs with

You’ll need to know not only the column

youth, for example, sometimes have been

inches and placement of the ad coverage, but

found to be more effective with those younger

also its content and slant. (See Chapter 7:

than 16 than with those 16 or older. Early

Advertising and Chapter 8: Public Relations for

analyses by race/ethnicity demonstrated to

more information.) If the intended message

some states that they weren’t influencing some

isn’t getting across, you may need to modify

segments of their target population. The media

your materials or your approach.

buys, media outlets, and messages needed to

Although this type of tracking of the campaign’s

be adjusted.

reach is more a matter of management than

Analyses by time. Comparisons over time will

evaluation, it’s a critical step. If the outcomes

show you how the awareness, reach, and effect

of intervention are not ultimately achieved, it

of your program are increasing with time, the

may be simply because the intervention was

level of your program activities, or both. Some

not implemented as planned. The regular

variables should change gradually, and others

review of these descriptive data will help you

should change abruptly. For example, the

to monitor your implementation efforts.

proportion of the population that is smoking or


133

the percentage of youth that has tried a cig

in the areas where a high-level media cam

arette should decline gradually and smoothly.

paign was conducted in combination with

This result is most likely when, at the onset of

either school-community or multiple programs

the program, there is a large pool of

(Texas Tobacco Prevention Initiative 2001).

“susceptibles” made up of individuals who have not been reached by similar interventions.

Analyses by level of awareness of the counter-

Levels of exposure to the activities of your

marketing effort. A common approach for

counter-marketing campaign increase as the

analysis to evaluate counter-marketing efforts,

program gradually scales up. After you run

particularly counter-advertising, is to compare

articles and ads about industry manipulation

attitudes, beliefs, and behaviors in different

in your state, there should be sudden increases

groups by level of awareness of advertising.

in awareness of the ads and a subsequent in crease in the belief that the industry is trying to influence consumers to buy cigarettes. Exam ine the pattern of results with respect to time and the timing of your program activities. After the most receptive members of the population have been influenced by program messages, leaving the more resistant ones, results will show a slowdown in measurable improvement.

Such analysis can help you determine whether there have been more positive changes in attitudes, beliefs, and behaviors among those who are aware of the program than among those who aren’t aware.

Attribution in Outcome Evaluation Finding change is not conclusive evidence that the change is attributable to the effectiveness of your program. To demonstrate that a

Analyses by region. You can also examine the

program is effective, you need data that show

pattern of awareness, beliefs, attitudes, and

(1) a change or difference, and (2) that your

behaviors by region. If the different regions of

program was to some extent responsible for

your state have different amounts of program

that change or difference.

activity, this difference should show up in the findings. In Texas, for example, countermarketing managers purposely implemented different patterns of programs in different communities, to evaluate the programs’ effects. In 14 areas across the state, they implemented a mix of three levels of media activity (no campaign, low-level campaign, or high-level campaign) and five community program options (no programs, cessation programs, law enforcement programs, school-community programs, or all three programs combined). Their evaluation found a significant relative reduction in the prevalence of daily smoking 134

The first part is relatively simple. By conduct ing surveys before and after your programs, you can show increases in awareness and desirable changes in attitudes, beliefs, and behaviors over time. By comparing levels of attitudes, beliefs, and behaviors across levels of exposure to a program, you can show that people exposed to the program have better outcomes. By comparing people in regions where programs were implemented to those in regions where they weren’t implemented, you can show better attitudes, beliefs, and behav iors in areas with the programs.



The second part is difficult. Methodologically

From a technical or analytic perspective, your

sophisticated stakeholders can and do criticize

evaluation team can:

each of the analyses described and claim the ■

changes or differences observed could have

Conduct several types of analyses to demonstrate change. For example,

resulted from factors other than the counter-

(1) show change from time A to time B;

marketing program. Critics can correctly claim

(2) show better outcomes among people

that the differences or changes result from

who are exposed to counter-marketing

factors such as general trends in smoking,

activities than among those who aren’t

policy and pricing changes in the state,

exposed; and (3) compare results for

national media campaigns, or changes in the

your state with those for areas of the

activities of the tobacco industry.

country that have fewer or different As noted earlier, it’s usually not feasible to use a

counter-marketing programs.

true experimental design with random assign ■

ment to evaluate your counter-advertising

Perform complex multivariate analyses. For example, you can determine the

component, because it’s difficult to control who is exposed to what. But there are some

effects of multiple independent

things you can do to avoid criticism of the eval

variables (e.g., timing of the ads and

uation. From a process perspective, you can:

changes in awareness, attitudes, and beliefs) on the dependent variable (e.g.,

■

Find out early if your stakeholders

change in smoking behavior), control

want a rigorous assessment of the

ling for the effects of other variables

degree to which the counter-marketing

(e.g., gender, age, and race/ethnicity).

program was responsible for changes or differences

■

Measure attitudes, beliefs, and behav iors that you expect to be influenced by

■

■

Allocate additional resources for

your program, as well as those that you

that assessment

do not expect to be changed. Then show

Alert your evaluation experts, and dis

that the differences for the items specific

cuss the alternative methods with them

to your program are greater than the differences for the other items.

■

Find out what other states have done

■

Arm yourself with high-quality studies

follows a cohort across time in order to

from a variety of sources showing that

show the causal chain of effects. This

■

strong counter-marketing efforts generally can lead to better outcomes ■

Conduct a longitudinal study that

approach allows you to conduct more complex analyses to determine whether

Be prepared to answer questions about

the degree of program exposure is

attribution when you present your

associated with changes in attitudes and

results

beliefs, and whether the changes in Chapter 5: Evaluating the Success of Your Counter-Marketing Program

135

■

attitudes and beliefs are associated with

methods. Linking the data source to the

changes in behavior.

question not only helps you to keep your data

Perform a quasi-experimental study to assess the impact of different program components that have been imple mented in different communities in your state. This approach can help you determine how much different program components have changed attitudes, beliefs, and behaviors.

collection pared down to the essentials, it also keeps you aware of the data’s value in decision making.

6b: Consider the implications of different results. In collaboration with your stakeholders, consider the decisions that would be made on the bases of specific patterns of results. During

Step 6: Ensure use of results and share lessons learned. The main purpose of your evaluation is to produce findings that will help to inform your decision making and help you to be account able to stakeholders. Despite the potential usefulness of an evaluation, however, its findings, conclusions, and recommendations don’t automatically translate into informed decision making and appropriate action. You

different stages of evaluation planning, pose various hypothetical results and discuss their implications for modifying the program. If no action would be taken, you might need to rethink the proposed evaluation plan to make sure you’re asking the right questions. Consideration of the possible results also allows stakeholders to explore the positive and negative implications of those results and gives them time to develop options.

must have a plan for making sure that the evaluation results are disseminated in a timely and understandable fashion and that they are used to improve programs and to help ensure

6c: Communicate with stakeholders during each step of the evaluation process.

support and funding for future programs. Each

Let all interested parties know how the

of the steps in the evaluation process must be

evaluation is going. Involve them in the

executed in a way that ensures use.

evaluation planning, in an effort to manage their expectations about what questions the

6a: Develop a clear and focused evaluation plan. The first step in using results is to have a clear evaluation plan that links the program

evaluation will answer and when. Keep them informed, and hold periodic discussions about interim results, early interpretations, draft reports, and the final report.

objectives, the evaluation questions, and the

136



6d: Follow up with stakeholders to ensure that results are used in decision making.

the evaluation team is needed to remind

Efforts to make sure that results are used don’t

lost or ignored when complex, politically

end with a final report that reaches conclusions

sensitive decisions are being made.

stakeholders of the intended uses for the results and to help prevent results from being

and makes recommendations. Follow-up by

Tips for an Effective Evaluation Report ■

Include an executive summary.

■

Describe the stakeholders and how they were involved.

■

Describe the essential features of the program, including the logic model.

■

Outline the key evaluation questions.

■

Include a description of the methods.

■

List methodological strengths and weaknesses. No study is perfect; don’t pretend yours has no flaws.

■

Present results and conclusions.

■

Put results into context. (Help readers to understand what is reasonable at this point and how the results should be interpreted.)

■

Translate findings into recommendations.

■

Organize the report logically.

■

Minimize technical jargon.

■

Provide detailed information in appendices.

■

Use examples, illustrations, graphics, and stories.

■

Involve stakeholders in preparation of the report.

■

Consider how the findings might affect others.

■

Develop additional communication products suited to a variety of audiences, for sharing the results.


137

6e: Use a variety of channels and approaches in disseminating results.

A formal evaluation report shouldn’t be the

Dissemination is a form of communication.

various stakeholders to develop other products

As with any communication, you should

and to make sure the products’ timing, style,

consider the target audience and purpose

tone, message, and format are appropriate for

when deciding how to disseminate the results.

their audience(s). For example:

only product you disseminate. Work with

Some people connect with numbers, some

■

with text, some with graphs and pictures, and

public health officials can use in presen

some with stories.

tations to state legislatures.

You should also think about the timing of the

■

release of your results: ■

■

■

Work with the public relations staff to develop materials for the news media.

Who should receive results first?

■

Consider a press conference to

release results.

When should the media be notified? How often should each set of

stakeholders receive results?

■

Consider providing a briefing sheet that

■

Hold a community forum.

■

Provide materials with more details,

Who should release results to

containing statistics and other data for

which audiences?

technical audiences. ■

In addition, consider the potential criticisms

Arrange to summarize key findings or

that your results may receive. You may present

complete reports and instruments on

a certain percentage decline in tobacco use as a

Web sites.

success, but others may see that same decline

■

as a failure. You should prepare responses to

Make your findings, reports, and materials available to other states and

any potential criticisms you foresee and train

other people involved in tobacco

your spokespeople to respond to attacks on

control and prevention.

your campaign. Stakeholders can be especially valuable in defending your results. For more

These ideas can help to ensure that your

information on preparing for and responding

evaluation efforts don’t go to waste. Again,

to media inquiries, see Chapter 9: Media

your evaluation is useless if the results aren’t

Advocacy and Chapter 8: Public Relations.

understood and used to make decisions about the program.

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Consider evaluation early and often. Evaluation shouldn’t be left until the end of the program. Considering evaluation while the program is being planned helps to ensure that the plan is specific and clear about what the program is trying to achieve. Developing a logic model that links inputs to activities to outputs and, finally, to outcomes forces planners to articulate their assumptions about how the program will work. These assumptions can be reviewed to determine whether they’re consistent with available evidence. Considering evaluation before you begin to implement your program also helps to ensure that baseline data are collected. Although you may be pressured to roll out your program quickly, if you don’t collect baseline data, you’ll never be able to clearly measure the changes caused by your intervention. Regular monitor ing of activities and outputs helps the counter-marketing manager to troubleshoot and make adjustments in the program. Assessing short-term outcomes helps in modifying the program, and assessing long-term outcomes is necessary for accountability and to ensure continued funding for the program.

■

Build an effective evaluation team. The evaluation team should include counter-marketing staff, evaluation expertise, and stakeholder input. At the state level, the program manager should be responsible for putting the team together. Make sure the team has sufficient expertise in technical evaluation and that it includes an external evaluator who is perceived by stakeholders as objective and capable. Many states have found it helpful to have a mix of experts from different backgrounds, such as a market researcher from the corporate sector, a public health epidemiologist, and a university-based communication researcher. Stakeholders are important to program evaluation, because their support of the process, results, and recommendations will help to ensure that the evaluation is accepted and used. Without stakeholder involvement, the evaluation may lack credibility, and the findings may be ignored.

■

Develop and follow an evaluation plan that is appropriate to your state in terms of context, timing, cost, and rigor. In evaluation, one size doesn’t fit all. There’s no one best evaluation plan. Different states will face different marketing challenges, will have different resources, and will be working in a different context. The evaluation plan should reflect these factors. As a general rule, you should allocate 10 percent of your resources to evaluation. Evaluate as rigorously as your resources allow, and be sure to use more rigorous evaluation methods when the programs are more costly, visible, or controversial.

■

Make sure findings are shared and used. Evaluation that ends as a report sitting on a shelf is wasted. Evaluation findings must be shared in such a way that they inform program decisions. Ensuring the use of results begins in the early stages of planning, as you ask what the program’s objectives are, what questions need to be answered, and how the results will affect decisions. The evaluation report is a communication, so it must be appropriate for the audience.

■

Build on what others have learned. In conducting outcome evaluation for your counter-marketing program, you may encounter a number of challenges. Fortunately, you’re not alone. Others, such as CDC, the American Legacy Foundation, and other states, have faced the same issues and have begun to develop solutions. Talk to others, read the literature and reports, and share your experiences.

■

Consult other CDC resources. This chapter provides a brief overview of what you should consider in evaluating a counter-marketing program. Consider reviewing other CDC resources and consulting your CDC project officer for specific advice. Seeking these resources and specific advice is especially important if you’re conducting an outcome evaluation of a paid media campaign.


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Bibliography Campbell DT, Stanley JC. Experimental and Quasi-Experimental Design for Research. Boston: Houghton Mifflin, 1963. Centers for Disease Control and Prevention. Best Practices for Comprehensive Tobacco Control Programs—August 1999. Atlanta, GA: CDC, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 1999a. Centers for Disease Control and Prevention. Framework for program evaluation in public health. Morbidity and Mortality Weekly Report 1999b; 48(RR-11):1–40. Centers for Disease Control and Prevention. Introduction to Program Evaluation for Comprehensive Tobacco Control Programs. Atlanta, GA: CDC, 2001. Flay BR, Cook TD. Three models of summative evaluation of prevention campaigns with a mass media component. In: Rice RE, Atkins CK, editors. Public Communication Campaigns, 3rd ed. (pp. 175–95). Newbury Park, CA: Sage Publications, 2001. Fletcher AD, Bowers TA. Fundamentals of Advertising Research, 3rd ed. Belmont, CA: Wadsworth Publishing Co., 1988. Freimuth V, Cole G, Kirby S. Issues in evaluating mass-media health communication campaigns. In: Rootman I Evaluation in Health Promotion: Principles and Perspectives (pp. 475–92), WHO Regional Publications. European Series No. 92. Copenhagen, Denmark: WHO Regional Office for Europe, 2001. Green LW, Kreuter MW. Health Promotion Planning: An Educational and Ecological Approach, 3rd ed. Mountain View, CA: Mayfield Publishing Co., 1999. Green LW, Lewis FM. Measurement and Evaluation in Health Education and Health Promotion. Palo Alto, CA: Mayfield Publishing Co., 1986. Green LW, Ottoson JM. Community and Population Health, 8th ed. Boston, MA: WCB/McGrawHill, 1999. Hedrick TE, Bickman L, Rog DJ. Applied Research Design: A Practical Guide. Newbury Park, CA: Sage Publications, 1993. Hornik R. Public health education and communication as policy instruments for bringing about changes in behavior. In: Goldberg ME, Fishbein M, Middlestadt SE, editors. Social Marketing: Theoretical and Practical Perspectives (pp. 45–58). Mahwah, NJ: Lawrence Erlbaum Associates, 1997.

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Joint Committee on Standards for Educational Evaluation. The Program Evaluation Standards: How to Assess Evaluations of Educational Programs, 2nd ed. Thousand Oaks, CA: Sage Publications, 1994. Patton MQ. Utilization-Focused Evaluation: The New Century Text, 3rd ed. Thousand Oaks, CA: Sage Publications, 1997. Rice RE, Atkins CK, editors. Public Communication Campaigns, 3rd ed. Newbury Park, CA: Sage Publications, 2001. Rothman KJ, Greenland S. Modern Epidemiology. Philadelphia, PA: Lippincott-Raven Publishers, 1998. Siegel M, Doner L. Marketing Public Health: Strategies to Promote Social Change. Gaithersburg, MD: Aspen Publishers, 1998. Spector PE. Research Designs. Newbury Park, CA: Sage Publications, 1981. Texas Tobacco Prevention Initiative. Media Campaign and Community Program Effects Among Children and Adults (2001, January). Available at http://www.tdh.state.tx.us/otpc/pilot/reports/ uthsc/Rep2.pdf. Retrieved June 11, 2003. United Way of America. Measuring Program Outcomes: A Practical Approach. Alexandria, VA: United Way of America, 1996. U.S. Department of Health and Human Services. Healthy People 2010: Understanding and Improving Health. 2nd ed. Washington, DC: U.S. Government Printing Office, November 2000. University of Texas Houston Health Sciences Center School of Public Health and the Texas Health Department. Practical Evaluation of Public Health Programs. Atlanta, GA: Centers for Disease Control and Prevention, 1998. Available at: http://www.cdc.gov/pphtn/Pract-Eval/workbook.htm. Accessed September 24, 2002. Wallack L, Woodruff K, Dorfman L, et al. News for a Change: An Advocate’s Guide to Working With the Media. Thousand Oaks, CA: Sage Publications, 1999. Wimmer R, Dominick J. Mass Media Research: An Introduction, 2nd ed. Belmont, CA: Wadsworth Publishing Co., 1987. Yee SL, Schooley, M. Surveillance and Evaluation Data Resources for Comprehensive Tobacco Control Programs. Atlanta, GA: Centers for Disease Control and Prevention, 2001.


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Chapter 6

Managing and Implementing Your Counter-Marketing Program I won’t kid you; pulling all the pieces together is hard work. But it works. And when you look back and realize your efforts have impacted not only individual behavior but the culture as a whole, you’ll know it was worth

In This Chapter

• Setting Up Your Counter-Marketing Team • Selecting Contractors

the effort. — Colleen Stevens, Tobacco Control Section, California Department of Health Services

• Developing an Annual Marketing Plan • Reviewing Marketing Materials

To have a successful counter-marketing program, you’ll need to have the right team and set up the right processes to implement your program and keep it on track. Whether your budget is $100,000, $25 million, or anything in between,

• Monitoring the Counter-Marketing Budget

the steps are the same. Each step is described in detail in this chapter.

Setting Up Your Counter-Marketing Team Finding the appropriate mix of people and expertise may be the most impor tant thing you do. To implement your program, you’ll need to establish four groups: 1. Health department staff to develop and monitor activities 2. Communication agencies, communication specialists, or both, to develop and place ads, create public relations campaigns, plan events, and conduct other activities 3. An evaluation firm or staff to monitor and measure the results of your efforts

Chapter 6: Managing and Implementing Your Counter-Marketing Program

143

4. Community stakeholders, whose support

within the larger tobacco control program or,

is critical, to provide input on various ele

in some states, within the larger chronic dis

ments of the program

ease program. In your program, you may use different job titles, but the functions will be the

Health Department Staff Staffing will vary depending on your budget and timeline, but you need at least one person dedicated to counter-marketing activities. Even with a small budget, you must have a skilled person to work with the news media, develop and distribute materials, and plan tobacco control events with community groups. If your program has a large budget, you should consider several counter-marketing staff positions: ■

same as the positions described here. Each key position will need support staff if you’re implementing a large program. The counter-marketing staff should have experi ence or credentials in health communication, advertising, marketing, journalism, or related areas. Experience with other health-related campaigns or communication programs in the state is also extremely helpful. If you’re limited in the number of staff you can hire, consider contracting with consultants.

Marketing director—oversees the entire

They can help you to manage separate aspects

counter-marketing program

of your program. For example, you may hire an advertising expert to help you monitor the

■

Advertising manager—manages the

development and production of ads.

work of the ad agency If the staff is small, typically all of the counter■

Press secretary—handles press relations and works with your public relations firm

■

control program manager. If the staff is large like the one listed above, the advertising man

Manager of community relations and

ager, press secretary, and others would report

local programs—works with stakehold

to the marketing director, who would report to

ers and health organizations throughout

the overall program manager.

your state ■

marketing staff members report to the tobacco

The program manager is responsible for ensur

Evaluator—manages evaluation of

ing that the counter-marketing program and

counter-marketing activities

all other program elements support each other and reinforce the larger state tobacco control

■

144

Financial manager—reviews bills and

effort. Counter-marketing is one part of a com

monitors financial aspects of contracts

prehensive tobacco control program, and your

Some of these positions, such as the finance

communication effort must be integrated with

manager and the evaluator, may be shared

the overall program. For example, if the state’s



Communication Agencies

tobacco control program focuses on preven tion of smoking among youth, the counter-

Creating a comprehensive counter-marketing

marketing effort should focus on messages

program requires a variety of specialized skills.

and interventions for youth and secondary

These skills include selecting, producing, and

audiences that influence youth.

placing ads; working with the media; planning You’ll probably also need to coordinate with

large events; and coordinating grassroots

other health department staff and state gov

activities. To create professional-quality com

ernment staff, such as the governor’s and the

munications, you’ll probably need to hire one

health department’s communication teams.

or more communication firms.

Appropriate political officials and their staff For its national “truth” campaign, the

should be kept abreast of your program’s

American Legacy Foundation works with

initiatives, as well as its opposition. Some of these political officials may need to answer for

several media firms: two general market ad agencies, a PR agency, an events firm, and a

the program, so you should be proactive in

Web design company, along with agencies that

keeping them up to date, especially on news worthy issues. If they support the tobacco con trol program, they can be strong allies. Even if

focus on specific populations, such as African Americans, Asian Americans, Hispanics/ Latinos, and Native Americans; the gay, lesbian,

they don’t support the program, you need to keep them updated on what you’re doing and

bisexual, and transgender community; and people of low socioeconomic status. However,

why (i.e., how the initiatives contribute to the

the budget for Legacy’s media campaign is

program’s overall goals). “Keeping people in the loop can be a constant balancing act,” says

higher than the budget for any single state’s tobacco control program. A state typically

one state program director. “It is important to

couldn’t afford and wouldn’t need the number

let people know what is happening with the

of agencies Legacy hired. The main point is

program and to get input on various issues or

that a comprehensive counter-marketing pro

ideas. However, ‘too many cooks’ may turn

gram has many elements, and each one is very

your campaign into a vanilla, politically cor

time consuming and requires the expertise

rect, ineffective one.”

that agencies and individuals specializing in Finally, your campaign should be coordinated

communications can bring. If your program’s

with local program activities. Ideally the cam

budget is moderate to large, you may be able

paign should complement and reinforce

to hire agencies or individual consultants in

programs “on the ground.” Coordinate with

several of the categories listed here, but for less

local tobacco control programs, especially

of their time than the American Legacy

media programs. Involve them in planning,

Foundation would require.

and let them know when you plan to launch various activities.


145

Agencies come in all shapes and sizes. Most

frequent attacks from the tobacco industry,

large communication firms offer a range of

consider having a separate PR contract. In a

advertising and PR services. These services usu

charged environment, maintaining the right

ally include strategic planning, market research,

dialogue on the public airwaves in a timely

creative development, advertising and materials

manner may be one of the most important

production, media planning, purchasing of

things you do.

media time, and tracking media placement. Other firms focus on a single area. Some firms specialize in advertising only or PR only or in

Communication firms usually perform the following functions:

advertising for specific audiences (e.g., African

■

Americans, Asian Americans, or youth). Some

Develop creative approaches to achieve your objectives

firms focus on communication and marketing, others specialize in policy or advocacy, and still

■

Recommend the type(s) of media vehi cles for your messages and target audi

others specialize in planning events.

ence(s) There are no hard and fast rules for what type of firm to hire. Most states contract with a lead

■

ment to reach your target audience(s)

ad agency that then subcontracts with agen cies specializing in PR, planning events, or

Identify requirements for media place

■

communication with specific populations.

Arrange opportunities for news coverage of your messages, your program, or both

California has separate contracts for advertis ing and PR, so the state can work directly with

■

promote your message

its PR agency when time is limited (e.g., when a quick response is needed). If your state has a very heated political climate or you anticipate

Organize community-based activities to

■

Develop relationships with community stakeholders

Running a media campaign can be intimidating for those with public health backgrounds. Don’t be afraid to ask lots of questions. Agencies will always be better staffed and move faster than the health department, so be prepared to take control and slow down the process until you understand all the concepts and are comfortable with moving forward. — Sandi Hammond, Tobacco Control Program Massachusetts Department of Public Health

146



Although communication agencies bring

■

Developing reports on the research that

specific expertise and create many of the

clearly present the data, findings, and

campaign elements, your program staff should

conclusions

be closely involved and provide direction to the agencies. In general, you should work with them to develop the counter-marketing plan,

Don’t wait until the last minute to include the evaluation team! Engage evaluators in the planning and implementation of the program

then review their work to make sure it meets your objectives and stays on course. “Without ongoing direction and involvement of program staff,” says one state health department man ager, “even the best agencies can stray or could end up with clever creative [advertising con

from the beginning. They can help you to determine and define your program objec tives, which you can measure and report to state officials and other stakeholders. Plus, they can help to ensure that baseline data are gathered before your program is launched, so

cepts] that has little likelihood of efficacy.”

you don’t miss a valuable opportunity to gauge the effect of your program. (See Chapter 5:

Evaluation Companies and Consultants

Evaluating the Success of Your CounterMarketing Program for more information.)

An evaluation contractor will help you to measure your program’s effectiveness. You can hire specialists who evaluate public health communications, a private company that spe cializes in marketing and advertising research and evaluation, a university-based group that is experienced in media evaluation, or a com bination of such companies and consultants.

Stakeholders are people and organizations that have an interest (stake) in your program’s suc cess. For example, local groups representing the African-American community will be interested in campaigns that target African

Duties involved in evaluation include: ■

Stakeholders, Gatekeepers, and Local Programs

Americans. Gatekeepers are individuals or

Identifying key measures on the basis of your communication objectives

organizations that can help you to reach target audiences with your program messages. Some times overlap exists between stakeholders and

■

■

Determining the baseline, process,

gatekeepers. Local programs are tobacco con

and outcome information needed to

trol efforts that focus on a specific county, city,

measure the impact of your activities

or region of your state. State programs can’t

Preparing an evaluation plan and

and shouldn’t be developed in a vacuum, so it’s

budget for the counter-marketing effort

essential that you address and involve these three important audiences from the start.

■

Conducting appropriate research before, during, and after your program is launched

Community organizations, voluntary organi zations (e.g., the American Cancer Society, the


147

American Lung Association, and the American

of your target audience. This approach institu

Heart Association), religious institutions, par

tionalizes the involvement of stakeholders and

ent groups, businesses, and other groups can

gives you something concrete to point to as an

be instrumental in supporting your program

example of your inclusiveness. Have this group

and promoting the tobacco control messages.

review plans, concepts, and draft materials.

Community groups and local programs can work on counter-marketing activities by:

Listen carefully to their input. You won’t always be able to incorporate everyone’s suggestions, but you should understand their perspectives

■

■

Carrying and publicizing the program

and what is most important to them. In many

messages to constituents

states, the media campaign fuels controversy.

Developing programs that tie directly

Having stakeholders and members of the

into your messages

target audience on board from the beginning gives you a source of spokespeople to defend

■

Cosponsoring community programs

■

Speaking on behalf of the program

■

Supporting local legislation and policies

involved in your program. Everyone likes to be

that contribute to reducing tobacco use

involved in a successful program effort. Many

■

Advocating for and protecting the pro gram and its goals

Keep community leaders and local programs

programs have a newsletter, Web site, or e-mail distribution list that keeps stakeholders and gatekeepers informed of the program’s

Counter-marketing programs are often highly

progress and successes. If you’re reporting

visible and can be controversial. They can stir

results that demonstrate progress, such as

up negative publicity or comments from con

survey results that show your campaign has

stituents in the state. Involving key stakehold

helped reduce smoking, involve the appropri

ers in your program’s development will help

ate stakeholders in the announcement of these

you to identify controversial issues up front

results. If your program receives negative

and gain the stakeholders’ support. For exam

press, keep stakeholders and gatekeepers

ple, you should solicit input from individuals

informed, so they won’t be surprised or caught

representing targeted communities before,

off guard; seek their help and support when

during, and after the program is launched (see

needed. For example, if a state’s quitline

Chapter 4: Reaching Specific Populations for

service comes under attack, the state may ask

more information).

a partner who has experience with smoking

One of the best ways to involve stakeholders is to set up an informal steering or advisory com mittee for your effort and include key members from stakeholder groups, as well as members

148

the campaign.

cessation issues, such as the local branch of the American Cancer Society or the American Lung Association, to comment on the necessity and efficacy of the quitline.



Look for specific opportunities for stakehold ers to get involved in your program. For exam

Steps for Selecting an Agency

ple, you may help a local radio station develop To hire an agency, you need to:

a day of radio programming about quitting smoking. When a local company goes smoke-

■

Outline the specific work you want

free, you can help the company get media

the contractor to do. Don’t be too

attention for its effort. When there’s an impor

prescriptive in the request for pro

tant tobacco control message, such as the

posals (RFP), but do be clear about

release of a Surgeon General’s report, create

the overall goal(s) and the campaign’s

press materials independently or augment

specific objectives. Allow the agencies

press materials from the Centers for Disease

to respond creatively.

Control and Prevention (CDC), so the stake holders can use them to help you publicize the information. Invite stakeholders to participate

■

Issue an RFP for the work.

■

Organize a group of knowledgeable

in community events, award ceremonies, and

reviewers from within and outside

other campaign-related events. Stakeholders

your organization.

can advance policy issues and legislation relat

■

ed to tobacco control, a role not normally

Eliminate proposals that don’t meet the technical requirements specified

available for state staff. Supportive media gate

in the RFP (e.g., deadline and format).

keepers can work with you or your agencies to ■

develop special programming, newspaper

Work with your review group to

evaluate the proposals.

inserts, or community events with media tie-ins.

■

Compare cost proposals.

Your communication agencies may think that

■

Invite and observe presentations

working with stakeholders is a burden,

from finalists.

because many of them are used to working with commercial clients who have few stake holders. Although agencies often focus on

■

Check finalists’ references.

■

Select the firm that appears to be the

expediency, it’s important for you to explain

most capable and to offer the most

the value of working with stakeholders and to

value for its fees.

specifically outline to your agency how stake

■

holders will be involved.

Inform other agencies that they didn’t win the contract.

■

Sign a contract.

■

Begin briefing meetings with the

agency.


149

Selecting Contractors Once you determine the configura tion of the counter-marketing team, you’ll start the formal process of hiring contractors. This section pro vides you with guidelines for this process. (See Chapter 7: Advertising and Chapter 8: Public Relations for more information about working with contractors.) Beginning to work with a contractor is like beginning any relationship.

vary in each state. Find out what it

Relationships require trust, respect, and an

should cost to reach your audience(s) in

understanding of each participant’s strengths

your state. One approach is to talk to the

and weaknesses. In this relationship, you bring

manager of another state-funded media

to the table your technical expertise on con

campaign in your state (e.g., the lottery

tent, your political acuity, and your under

or tourism). Your state may have a com

standing of the sometimes complex govern

mercial campaign you can examine, too.

ment approval process. The communication

You should also look at other states’

firms offer creative approaches to the message,

tobacco counter-marketing efforts to see

expertise in how to develop effective commu

what they received for the money they

nication pieces, and knowledge of the media

spent. Find out what they spent per

needed to reach your audience(s). The evalua

capita and in total, so you can make an

tion contractor provides the technical know

accurate comparison with what you

how to assess how successful your messages

plan to spend.

and initiatives have been in reaching the target audiences and what the effects of those inter

■

Look at what has been done by other programs in your state. Learn how

ventions have been.

other state programs selected an agency;

The focus here is on communication and eval

again, the lottery and tourism programs

uation firms, but the advice can apply to hiring

may be a good place to start. State

any private company.

media campaigns can be valuable sources of government information,

Before the Bidding Process

advice, and insights into your state’s

Don’t rush into issuing an RFP. Take some time to:

approval process.

■

Learn what your budget can buy in your state. Media and production costs

150


■

Explore approaches used in other states. Examine RFPs for media contractors in


other states and the contracts awarded.

presented during the bidding process.

The State Information Forum, a Web site

This language will protect you from legal

operated by CDC’s Office on Smoking

action by a firm that isn’t awarded the

and Health, is a source of information,

contract and may have presented cre

resources, and other materials for state

ative similar to that of the winning firm.

tobacco control programs. Many state ■

RFPs are available online on the State

Decide on the configuration of firms for your program. Do you want one

Infor-mation Forum, at

all-purpose agency that can give you a

http://.ntcp.forum.cdc.gov. This Web

range of communication services or a

site is password protected, so you’ll need to contact CDC/OSH’s Health

set of specialized firms that work togeth

Communications Branch to gain

er as a team? Do you have the staff to

access if you’re not a current user.

oversee contracts with more than one firm, such as separate advertising and

■

Learn the ins and outs of your state’s

PR companies?

contracting rules. Find someone in your state financial or contracting office

■

Avoid firms that work with tobacco

to guide you through the state’s con

companies. Just as Coca-Cola doesn’t

tracting procedures and to help you

hire firms that work for Pepsi, you

develop language for an RFP. A good

shouldn’t hire firms that work for the

way to start is by reviewing media RFPs

competition. This recommendation has

from other organizations in your state.

become more complicated with the

(See Appendix 6.1: Key Elements of a

recent trend toward acquisitions and

Request for Proposals for a Media

mergers. Many agencies that don’t work

Campaign for a description of common

with the tobacco industry have been

items included in many state tobacco

bought by conglomerates that may own

control program RFPs.) Make sure that

other firms with tobacco accounts. At a

you understand the RFP and that your

minimum, the agency you hire should

contracting office has reviewed the

have no direct connections with the

process for your RFP. You should be

tobacco industry or its affiliates (e.g.,

comfortable with the wording of the

Kraft, which is owned by Altria, formerly

RFP and the deliverables it describes.

called Philip Morris). You’ll have to con

Decide whether to ask for “speculative

sider the advantages and disadvantages

creative” (sample materials that a firm

of hiring a firm that does no tobacco

provides before a contract is awarded)

work but has sister agencies that do.

as part of the proposal. If you make this

Adweek, an advertising industry publi

request, you must include language in

cation, publishes a directory of ad firms

the RFP indicating that the state retains

that lists their clients and affiliation with

ownership of any creative materials

advertising conglomerates and holding Chapter 6: Managing and Implementing Your Counter-Marketing Program

151

companies. You should require that all

■

bidding agencies disclose any connec

with community groups?

tion, direct or indirect, with the tobacco ■

industry or its partner companies, so

■

Does the firm have experience with your target audience(s)?

you can consider that information in selecting an agency. If an agency you

Does the firm have experience working

■

Does the firm have experience with

may want to use has such a connection,

tobacco control, social marketing, or

ask the bidder to submit a plan for pro

other health-related work? If not, you

viding a fire wall between your program

don’t necessarily have to rule it out; it

and any potential conflicts of interest.

would be much easier for you to teach the firm’s staff about tobacco control

Recruit a diverse review committee.

than to teach them about developing

The members of your review committee

and placing ads!

should have a wide range of expertise and backgrounds, including experience

■

Do the firm’s references and samples

with health issues and the communica

give you insights into the quality of the

tion techniques you plan to use in your

work and skills of the staff assigned to

program (e.g., advertising, public rela

your account?

tions, and media advocacy). Check your state’s restrictions about using out-of

■

Does the firm have a track record of developing campaigns that have generat

state reviewers.

ed measurable results? Ask for examples.

During the Bidding Process

■

Most contracting rules limit your ability to

market in your state? Does it have expe

com-municate directly with firms bidding on

rience in evaluating and buying a wide

your proposal. Nonetheless, the review process

variety of media?

gives you opportunities to learn about the firms.

■

As you review proposals and listen to bids from

■ ■

How strategic and thoughtful are the

■

■

How creative is the firm?

What is the experience of the primary staff to be assigned to your account?

decisions the firm makes and the work it produces?

Is the team proposed by the firm a mix of senior, midlevel, and junior staff?

each firm, keep these questions in mind:

■

Are support staff in specific functional areas (e.g., market research or media buying) assigned to work on your proj

Does the firm describe how it would

ect for a sufficient percentage of their

approach the subject of tobacco, and, if

time?

so, do you like what you hear?

152

Has the firm bought media in every



■

■

Do you think you can work comfortably

simply deliver the goods to you; instead, think

with the staff proposed for the project?

of them as an extension of your staff or as your equal partners. The better the relationship, the

Does the firm have the number of staff and appropriate facilities to do the work?

■

Do staff of the firm have experience in negotiating for bonus airings or add-ons as part of a media buy?

easier it will be to work through issues on which you may not agree. Teach the agency what it needs to know about effective tobacco counter-marketing messages. There’s a wealth of television, radio, outdoor,

(For more information on the RFP process, see

and print materials on tobacco control.

Appendix 6.1: Key Elements of a Request for

Sharing those materials with them may help to

Proposals for a Media Campaign and Appendix

inspire creative ideas or identify materials

6.2: Questions and Answers on RFPs.)

from other states that can be reapplied or adapted for use in your state. Although most

Once You’ve Selected a Firm

agencies prefer to create original ads tailored

Develop a team relationship with the firm that

specifically for the state, many states have

is awarded the contract. Work closely with the

combined new ads with available ads proven

staff as individuals, and get to know them.

effective in other states. Ask the firm’s staff to

Avoid thinking of them as the “suppliers” who

become familiar with the advertising materials

Tips for Selecting an Agency to Reach Specific Populations If you decide to hire a firm to reach specific populations, choose one that offers: ■

Experience in working on communication campaigns

■

Examples of past communication work that an independent evaluation has shown to be

successful

■

References from clients for whom the firm has done similar work

■

Adequate staff and facilities to do the work

■

Experience in developing effective, culturally appropriate material

■

Strong ties to the community

Don’t pick a firm simply because its staff includes members of a specific population; choose a firm because of the merits of its work. At the same time, recognize the role that members of a specific population can play in a firm’s ability to be culturally competent and culturally appropriate. (See Chapter 4: Reaching Specific Populations for more information.)


153

Tips for Selecting an Evaluation Contractor Choose an evaluation contractor that demonstrates: ■

Experience in evaluating tobacco control programs, health communication campaigns, or both

■

Ability to work with a wide variety of stakeholders, including representatives of populations affected most by tobacco use

■

Innovative approaches to evaluation, coupled with consideration of budget limitations and other program realities

■

Skills that complement those of the in-house evaluation team and that increase the evaluation capacity of that team

■

Regular sharing of raw data, preliminary results, and full findings with the program staff

■

Cultural competency in conducting evaluations among various racial and ethnic groups

■

Expertise you need and can afford

Hire your evaluation staff early in the process and involve them from the start. Don’t wait until the cam paign is about to be launched. The evaluation of your efforts must be seen as independent and objective, so it’s important to hire a separate evaluation firm, instead of having your ad agency subcontract with one.

154

in CDC’s Media Campaign Resource Center

Restrain yourself from becoming the creative

(MCRC), available online at

director. You pay the firm to fill that role. Avoid

http://www.cdc.gov/tobacco/mcrc. The MCRC

giving prescriptive instructions about what to

Web site offers an online database of materials

change. For example, don’t make detailed sug

the communication firm can review. In addi

gestions about a proposed ad, by saying to the

tion, involving the agency’s staff in strategic

firm: “If you could just make this woman who

planning meetings, focus groups, community

stopped smoking look happier, and maybe you

meetings, and other activities will help them to

could have her whole family standing around

develop an in-depth understanding of the

her looking happy, too, and...” A better

important issues. You should establish a clear

approach is to offer the agency feedback about

process for review and approval. Mistakes can

what you’d like to change conceptually, and let

be costly to fix. Pay careful attention to the

their staff explore the specific creative alterna

visuals and words in all communication

tives. When you comment about the work the

pieces, the results of market research, and the

firm submits, focus on goals. For example, tell

internal and external comments about the ads.

the agency: “The goal would be to make this



ad focus more on the positives of quitting

lead the campaign in a direction different from

smoking, instead of the negatives of previous

the one you intended. Providing a yearly mar

failed attempts.”

keting plan will also help the agency to know what to expect well in advance, so the staff can

Developing an Annual Marketing Plan

manage your account effectively.

Once you’ve assembled your program staff,

Reviewing Marketing Materials

hired contractors, and gone through the

One of the key functions of the program staff

planning process (see Chapter 2: Planning

will be to review the marketing materials creat

Your Counter-Marketing Program for more

ed by the communication firm(s). You’ll be

information on planning process), you’ll

responsible for reviewing these materials in

need to develop a marketing plan. This plan

three key areas: strategy, accuracy of technical

will be the blueprint for implementing your

content, and cultural appropriateness.

counter-marketing tasks and activities. It should list the specific tasks, staff, time frame,

Keeping Materials on Strategy

and budget needs for each objective devel

Ad agencies pride themselves on their creativi

oped during the planning phase. The plan

ty because creative ads get noticed, are enter

should encompass all the components you’re

taining, and can influence behavior. But just

using (e.g., advertising, PR, media advocacy,

because an ad is entertaining doesn’t mean it’s

grassroots initiatives, and media literacy activi

on strategy. For each key marketing piece, you

ties), and its timeline should allow sufficient

and your agency should develop a creative

time for technical review and approval. This

brief. Use this creative brief to review each ad

marketing plan can be used to monitor pro

or communication piece to ensure that it’s on

gram activities, and you may need to update it

target.

as you conduct the process evaluation throughout the year. (See Appendix 2.1:

Ensuring Accurate Technical Content

Counter-Marketing Planning Worksheet for

Communication materials have to be on strate

guidance in developing a marketing plan.)

gy, but they also have to be accurate. Any factu

You may be tempted to skip the development

al errors will undermine the credibility of your

of a marketing plan, but doing so will cause

efforts and make your program vulnerable to

you to be reactive instead of proactive in work

criticism. Here are some ways to keep your

ing with your communication agencies, your

communication work consistently accurate:

target audience(s), and your management. This plan is an important tool for keeping everyone focused on how your goals will be accomplished. By developing a marketing

■

Provide your agency with the most current tobacco-related data, and keep agency staff informed by promptly forwarding new data to them.

plan, you’ll ensure that your agency doesn’t


155

What Is a Creative Brief? For almost any work with a communication agency, you’ll need a creative brief (communi cation brief). This document spells out: ■

The specific assignment—the product the agency is being asked to develop

■

The goal of the communication piece(s)

■

The main message(s)

■

Demographic, psychographic, and other information about the audience

■

Key insights about the audience that should be considered during development of

the communication piece(s)

■

The audience’s perceived barriers to the desired behavior change

■

Benefits the audience might receive from the behavior change

■

Actions you want the target audience to take

The creative brief is typically drafted by the agency account team, but the health department staff can initiate it or provide input to it. It gives the agency creative team the basic message for each creative product and clarifies what the agency is being asked to do. Once the prod uct is completed, everyone involved can refer to the creative brief to make sure the product meets the criteria in the brief. (See Appendix 6.3: Elements of a Creative Brief and Appendices 6.4, 6.5, and 6.6 for sample creative briefs.)

■

Require the firm to provide documenta

asked to back up the information in ads,

tion for all statements, facts, and figures

sometimes months or even years after

that appear in the materials and ads it

the ads were placed or aired.

presents, even if you provided the origi ■

nal data. Always use the original source

department who can sign off on the

to substantiate data. Quotes from news

technical content in ads and other

paper reports about study results may

communication materials.

not accurately reflect the true findings. ■ ■

Maintain an easily accessible file of the ad scripts and corresponding substanti ation. Program managers are often

156


Identify technical experts within your

Develop a review and approval process that includes all of the key decision makers but doesn’t delay ad production longer than necessary.


Producing Culturally Appropriate Materials

reassured that the ads wouldn’t be controver

Communication materials must be culturally

phrase. (See Chapter 4: Reaching Specific

appropriate for your target audience(s). A criti

Populations for more information on design

cal step is to share the draft materials with

ing culturally appropriate materials.)

sial because of the “Making Blacks History”

members of the target audience early in the materials is completed. You should also assess

Monitoring the Counter-Marketing Budget

how the materials will be received by the larger

Managing the fiscal component of a program

community. For example, some ads designed

can be intimidating. Most people hired to

for rebellious youth may be considered irrever

manage public health communication cam

ent and disrespectful by adults. The state may

paigns aren’t financial managers and don’t

still decide to use the ads but may choose to

have much experience with media buying,

tightly control media placement to limit the

production costs, talent fees, and the range of

number of adults exposed to them.

expenses related to communication programs.

development process and before work on the

These tips can help you to develop a realistic If stakeholders and members of your target

budget:

community are on an advisory or steering committee for your program, you may be able

■

According to CDC’s Best Practices for

to use their input to assess the cultural appro

Comprehensive Tobacco Control

priateness of your materials. To help assess

Programs, published in 1999, state

their impact on the larger community, espe

tobacco control programs should

cially if you think your messages may offend

allocate $1 to $3 per capita per year to

certain groups, you may need to be proactive

counter-marketing programs. Although

in meeting with the community to explain the

this amount is the minimum goal for

materials and your approach. This move will

most states, few states have been able to

help to defuse potential criticism of your

maintain this level of funding.

campaign and build relationships with stake

■

holders. For example, with its “Making Blacks

Look at budgets for other statewide efforts, such as lottery campaigns, travel

History” campaign, the American Legacy

and tourism, or promotion of agricultur

Foundation met with the NAACP (National

al products (e.g., citrus fruit in Florida).

Association for the Advancement of Colored

These programs can give you ballpark

People), the National Urban League, the

estimates on costs for media campaigns.

National Black Nurses Association, and other groups to explain the strategy of the campaign

■

Find out what other states have spent

and get their reaction. By sharing these ads

on tobacco counter-marketing pro

before they hit the airwaves, Legacy was

grams and determine whether any of the states have per capita and total


157

budgets similar to yours. Learn how

Variables that affect a communication budget

those funds were allocated, and ask the


program managers what they would do ■

Cost of buying media in your state

■

Amount and level of ad production (e.g.,

differently if they could spend the funds again. ■

number of ads produced or reapplied

Consider hiring a compensation con

and complexity of ads produced)

sultant to help you negotiate your agen cies’ budgets. This consultant can help

■

Number and choice of media outlets

■

Intensity and duration of campaign

■

Use of existing versus original advertising

■

Single focus versus multiple focuses

you to determine the appropriate profit margin for the agency and assist you in understanding how agencies bill for their work. ■

Determine the amount(s) you can afford

(e.g., number of overall goals and

to spend and the best approach for allo

number of target audiences)

cating funds in your particular budget. If your budget is small, you may consider a

■

grassroots and media advocacy)

greater mix of PR, media advocacy, media literacy, and grassroots commu

Number of events and activities (e.g., PR,

■

nications rather than a paid media

Communication in English only, other language, or both

campaign. You can conduct innovative

■

and effective media efforts without

Here are some rules of thumb for managing

expensive ads.

the budget of a counter-marketing program:

Conduct a media audit of your advertis

■

ing media buys to ensure that you’re

remember that you’re spending taxpay

getting your money’s worth. If you have

ers’ money. Be sure that your spending

limited resources, you may want to

decisions are well informed and that

conduct a partial audit, from a specific

every initiative is focused on the pro

ad flight, to get a snapshot of the quality

gram’s goals and objectives. Select initia

of your media buy. Because much of

tives that are most likely to contribute

your budget may go to paid media, you

to your program’s progress in a cost-

need to ensure that the funds are spent

effective way.

appropriately.

158

Regardless of the size of the budget,



■

Obtain estimates, so you know how

■

much a project will cost before you start. ■

■

contractors and staff to keep your expenses on track.

Approve all costs before any work begins and money is spent.

■

Include evaluation costs in the overall campaign budget, unless they are

Review monthly expenditures carefully.

included in another part of the tobacco

Track expenses for each product, as

control budget.

well as the overall counter-marketing budget. A number of financial tracking

■

Buy the rights to creative materials (e.g.,

systems are available to help you moni

photos and ads), whenever possible, so

tor expenses and project monthly

they can be reused by you or others.

expenditures. You may want to ask ■

managers of other state campaigns (e.g., the lottery or tourism) about the proce dures and tracking systems they use. ■

Hold monthly budget meetings with

Ask questions at each step to better understand what you’re buying and what your options are. Keep asking questions until you understand all

If any products must be changed, tell

aspects of media production and

staff and consultants that you must dis

placement.

cuss and approve any additional costs in advance.


159


Don’t skip the development of the marketing plan. Creating this blueprint will force you and your contractors to outline the specific tasks needed to reach your goals and objectives and to have all key decision makers agree. It will be a valuable tool in tracking your progress and monitoring the performance of your team and contractors. An approved marketing plan will also help you to stay on track when outside groups try to influence the direction of your program.

■

Track every penny spent. You should be able to report to government officials and other funders what your specific activities cost and what you delivered for those costs. Closely monitoring the budget will help you to determine which activities were cost-effective and which were not. It will also provide you with benchmark costs for your program in future years.

■

Never let anything go out the door without reviewing it. Because of the multiple reviews during the development process, you may be tempted to simply scan a product before it’s finalized, but make sure you give it one last, thorough review. You need to be certain that the material is on strategy, has no technical errors, is culturally competent, and reflects the program’s position. Determine your re view process up front for each type of product (e.g., ads and press releases), and follow it to the letter.

■

Make stakeholders and local programs your partners. Involving stakeholders in the development of your campaign is vital. This move will develop strong relationships with stakeholders, will build support for your program, and may help you to identify potential criticisms of your program and be prepared to address them proactively. On the other hand, don’t feel that you have to incorporate every comment by every stakeholder. Consider all comments and feedback, but keep your cam paign on target.

■

Keep your eye on your goal at all times. Implementing an integrated, multifaceted program isn’t easy. You may be getting input from the governor’s staff, stakeholders, various contractors, and your own staff. There’s a lot to consider and sort through, but no matter how exciting an ad or activity may seem or how much a key person or group pushes for something, if it doesn’t support your overall goal, don’t pursue it.

160



Bibliography Bjornson W, Moore JM. Designing an effective counteradvertising campaign—Oregon. Cancer 1998;83 (12 Suppl):2752–4. Centers for Disease Control and Prevention. Best Practices for Comprehensive Tobacco Control Programs— August 1999. Atlanta, GA: CDC, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 1999. Miller A. Designing an effective counteradvertising campaign—Massachusetts. Cancer 1998;83 (12 Suppl):2742–5. Reister T, Linton M. Designing an effective counteradvertising campaign—Arizona. Cancer 1998;83 (12 Suppl):2746–51. Stevens C. Designing an effective counteradvertising campaign—California. Cancer 1998;83 (12 Suppl):2736–41.


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162


Chapter 7

Advertising

The (advertising) campaign is a tool to frame the debate.

In This Chapter

It can introduce an issue and create ‘noise.’ This not only sparks dialogue but can itself become the environment. — Anne Miller, Arnold Worldwide Massachusetts Tobacco Control Program

Advertising is a way to speak to your audience. It’s a communication tactic.

• Logistics: Hiring and Managing Advertising Contractors • Strategy: Developing Effective Messages • Creative: Breaking Through the Clutter

For example, if you want people who use tobacco to quit, you need to give them a reason to do—so, something in exchange for giving up their perceived benefits of smoking—the nicotine high or the feeling of independence. Advertising is one way to present, in a clear and persuasive manner, the benefits of quitting tobacco use. If you think of a tobacco counter-marketing campaign as a conversation, advertising, like public relations, is about how you do the talking. In public relations, the message is delivered through an intermediary, such as the press. In advertising, the message is delivered directly to a mass audience. With public relations, the message may change, depending on who relays it. In

• Exposure: Show the Message Enough for It to Sink In • Choosing a Media Approach: Paid Media, Public Service Announce ments, and Earned Media • Evaluating Advertising Efforts

advertising, the audience is exposed repeatedly to the same ad. In public relations, you gain the credibility of an intermediary, but you give up a lot of control. In advertising, you don’t benefit from an intermediary’s credibility, but you can more tightly craft the tone and content of your message, as well as when, where, and how often people hear it. You pay a premium for this control, however, when you produce an ad or make a media buy. Effective advertising can increase knowledge, correct myths, change attitudes, and even help to influence behavior. For example, Florida launched a major teen-oriented mass media campaign aimed at revealing the manipulative

Chapter 7: Advertising

163

What Advertising Can and Can’t Do Can’t

Can ■

Communicate a message

■

Substitute for strategy

■

Reach many people

■

Present complicated information

■

Change attitudes

■

Provide feedback

■

Create an image for the campaign

■

Provide services

and deceptive tactics of the tobacco industry.

in analyzing audiences and finding creative

After six months, more teens felt strongly that

ways to reach them—the counter-marketing

the tobacco industry wanted them to begin

program manager doesn’t simply pay the bills

smoking to replace dying smokers. A year into

and sign off on what the agency does. As with

the campaign, tobacco use by middle school

any program approach, the manager must

and high school students in the state declined

ensure that the ads are more than just enter

considerably, in part because advertising had

taining or informative. The program manager

changed their attitudes about cigarettes and

must make sure that the ads further the pro

tobacco companies.

gram’s overall objectives and that the three

For advertising to work, however, it must meet the following minimal criteria: ■

minimal criteria are met. Furthermore, the manager must make sure these efforts are accomplished within a set budget and time

Offer members of the target audience a

frame. This chapter takes you step by step

benefit they value, thus influencing

through the four key aspects of managing a

them to change their beliefs, attitudes,

successful advertising campaign: logistics,

and behaviors

strategy, creative (advertising concepts), and exposure.

■

Reach the target audience enough times that the message is understood and

■

internalized

Logistics: Hiring and Managing Advertising Contractors

Engage audience members in a way that

Campaigns that rely solely on public service

they can understand and that makes

announcements are unlikely to reach a target

them feel understood

audience with sufficient regularity to make an

Although most effective advertising is created by advertising agencies—firms that specialize

164


impact because they air during time slots donated by the TV or radio stations, so most states hire contractors to create new advertising,


to buy the media needed to place the ads, or to

marketing campaigns in other states. (See the

perform both tasks. Some state tobacco control

State Information Forum Web site of the

programs with limited emphasis on paid adver

Centers for Disease Control and Prevention at

tising may not need to hire an ad agency, social

http://ntcp.forum.cdc.gov for sample RFPs.)

marketing firm, or media buyer, but states that

Take the language that is most relevant to the

plan to make advertising a significant part of

challenges you face, and refine it to fit your sit

their overall tobacco control program probably

uation. The RFP should provide potential bid

do. Even states planning to use creative materi

ders with specific objectives, a description of

als produced by others will need to make a

the behavior you want to change, a list that

media buy, and they’re likely to get a better

ranks the target audiences, and a statement of

price and more effective placements if they hire

your potential budget.

professionals to do the buying.

Most counter-marketing programs use selec

Once a contractor is hired, the challenges are

tion committees to choose firms for creative

far from over. A counter-marketing manager

services. A state agency can be protected from

and the creative agency should set up guide

the appearance of favoritism by asking a

lines for everything from schedules for pay

multidisciplinary group of highly respected

ment to the process for approving creative

experts to make a recommendation or to

materials. Then, during the day-to-day

select the marketing contractor on the basis of

management of the campaign, the counter-

a thorough review of the proposals submitted

marketing manager and the agency must bal

and oral presentations. This approach also

ance the agency’s need for creative freedom

adds a degree of buy-in from the committee

with the marketing manager’s need for

members and brings needed expertise to the

strategic control. It’s no easy task.

decision-making process. There’s no perfect recipe for a selection committee, but most

Selecting Marketing Contractors

states include marketing and advertising

Hiring an agency, media buyer, or social

experts, grassroots tobacco control activists,

marketing firm is often the first challenge a

policy makers, health professionals, an evalua

counter-marketing manager must face. The

tion expert, and representatives from the

typical first step is writing a request for pro

organization managing the campaign. (See

posals (RFP) or a similar document. The rules

Chapter 6: Managing and Implementing Your

about writing RFPs vary by state, but one


simple way to start is to look at what others

mation on the RFP process.)

have done. People who write RFPs usually review previous RFPs for government-run marketing campaigns in their state (e.g., a

Ultimately, the process should help ensure hiring of a firm that can understand your tar get audience, be responsive to your program’s

lottery or tourism effort) and for counter-


165

needs, offer breakthrough creative ideas,

examples of previous work reflect sound

maximize exposure to the message, and be

strategic thinking and positive, data-

accountable for its use of government funds.

based outcomes?

Try to stay focused on these goals throughout

2. Are they capable? Do they and their

the selection process. Firms that provide cre

partners have the ability to produce

ative services are in the business of making

breakthrough, memorable ads that can

things appealing. Part of your job is to make

help to change beliefs and attitudes and

sure that an advertising approach—no matter

to encourage changes in behavior? Can

how funny or interesting it may be—offers a

they manage the media buys you might

logical, research-based strategy that fits within

want? Can they handle the financial

the approach of your overall program.

responsibilities required by the state? Do

Ask three key questions about firms making

they have sufficient staff to service your

a pitch:

needs?

1. Are they strategic? Do they have a clear

3. Are they listening to you, to the audi

idea about how their plan will help to

ence, to the research? Will they be

encourage changes in attitudes and

responsive and incorporate data and

behaviors, not just build awareness or

expert perspectives into their plans?

interest people in the topic? Do their

Typical Ad Agency Team

Client

Creative

Production

Account Services*

Billing

Media

Account Planning

* Most of your interactions will be with Account Services; they will facilitate your interactions with the other core service areas.

166



Managing a Marketing Contractor

a subcontract with a media buyer. They

To manage an advertising agency, it’s helpful to

keep abreast of current rates and negoti

understand how agencies make money and

ate for TV and radio time, newspaper

how they handle the work you request. Most

and magazine space, outdoor advertis

ad agencies offer these core services:

ing, and other opportunities to place your message before the audience. They

■

■

Account service (also known as client

offer expertise in finding cost-effective

service). All ad agencies have specialists

ways to reach specific audiences by

who are responsible for responding to

selecting the best places to run your

your needs and managing the work the

advertising and negotiating the best

agency is doing for you. The account

rates for these media placements. Some

service staff are your day-to-day link to

agencies hire another firm that special

the agency.

izes in media buying to handle this work.

Creative. An agency’s creative services

■

Production. Agencies often have in

staff develop a range of advertising

house staff who produce materials,

products, from TV spots to logos to bill

manage outside vendors, and help them

boards. Advertising concepts, typically

to produce broadcast spots and other

called “creative,” are developed by a

advertising.

copywriter and an art director. The staff, called “creatives,” work on many

When you contract directly with an ad agency,

accounts and are assigned to your proj

you hire a firm whose core business is to create

ects by the account staff, as needed.

and disseminate advertising products, typical ly print ads, billboards, and broadcast spots,

■

Account planning. Most ad agencies

based on a strategy the agency develops or

have in-house experts who conduct and

helps to develop. The agency makes money by

analyze market research, then help to

charging for creating the product, buying the

develop an overall strategy. Account

media time, or both. Most agencies are paid

planners are experts on the consumer,

through one or more of the following arrange

and they provide the creatives with

ments:

insights to help in development of advertising ideas. Some agencies do not

■

buy and, in some cases, production costs

have an account planning department, but have a market research department

■

Commission. A percentage of the media

■

Project fee. A straight fee paid for a

that focuses on conducting and analyz

specific set of deliverables (Partial pay

ing research.

ments may be made as deliverables are

Media. Agencies can buy media time or

completed.)

space for you, either in-house or through


167

■

■

Retainer. A fee, typically paid monthly,

to applicable state policies. Whatever your

for a specified scope of work (Sometimes

state’s policy is, the best approach is to create

there’s a guaranteed retainer and the

an arrangement that allows the agency to make

possibility of additional charges based

a reasonable profit by creating and placing

on the workload for a particular month.)

strategically sound, memorable, insightful

Time and materials. A payment system consisting of an hourly rate for labor; a number by which the hourly rates are multiplied (“multiplier”) to underwrite overhead; and direct reimbursement of

■

communication products for your target audience. The ad firm should be rewarded in particular for contributing to desired changes in the audience’s awareness, knowledge, attitudes, intentions, and behaviors.

other expenses (e.g., production costs

A good marketing manager should support

and the media buy)

the agency in ways that will help its creative

Performance based. Compensation related to outcomes (For example, a portion of the payment may be based on the level of confirmed audience awareness of the advertising.)

The government rarely compensates agencies

staff develop the most effective communica tion products possible, while maintaining appropriate financial and creative control. How can you do that? ■

Establish guidelines early.

■

Designate a primary contact.

■

Trust the creative expertise you hire.

■

Tap expertise, not just opinions.

■

Protect the agency from politics.

■

Agree to brief, written copy strategies.

on the basis of results. However, such compen sation is becoming more common in the private sector and some states are using performancebased compensation for tobacco control efforts. Florida, for example, hired a compen sation consultant to help link the ad agency’s multiplier to awareness, attitude, and behavior measures selected by the state’s Tobacco Pilot

Establish guidelines early. If both the program

Program. In Florida, Minnesota, and other

manager and the ad agency know what to

states, the agencies have been guaranteed a

expect, management is always easier. States

base multiplier and growth of the multiplier

have established all types of guidelines to

that is contingent on achievement of certain

ensure that expectations are clear. Two of the

targets.

most important guidelines relate to approval of creative materials and media buys. You should

Responses to the RFP often recommend the

decide with the contractor how long these app

reimbursement arrangement as part of a cost

rovals will take, who will be involved, and how

proposal. In some states, an ad agency is

revisions will be handled. Make these decisions

selected and then the arrangement for reim

in advance of the first recommendations from

bursement is negotiated from scratch, according 168



the ad agency, not as the ad development

“hip” teens, for example, a middle-aged health

process takes place. Then you need to hold up

department official probably shouldn’t ques

your end of the bargain: Don’t promise five-day

tion the choice of colors for a youth-targeted

approvals if you can’t deliver. Also, you should

flier. On the other hand, don’t hesitate to ques

think in terms of the entire process. If you plan

tion whether an ad concept will be understood,

to require pretesting, schedule it. In addition,

will be perceived as relevant, will seem credi

consider developing guidelines for media buy

ble, or is consistent with your program’s goals.

ing and billing. Media-buying guidelines set

These are questions you may want to test with

rules for what types of media and what kind of

audience research. Using qualitative research,

exposure the firm should buy. Billing guidelines

you can expose your target audience to a con

create deadlines and other restrictions for

cept and analyze their reaction. (See Chapter

prompt and accurate billing and payment. You

3: Gaining and Using Target Audience Insights

also may want to consider placing limits on the

for more information on performing qualita

agency’s scope of work. For example, you may

tive research.)

want to restrict a firm hired at the state level from soliciting additional tobacco control busi ness—and more money—from your partners at the local level.

Tap expertise, not just opinions. Your adver tising doesn’t need to work for everyone reviewing the ad; it needs to work only for the target audience. As you share a product with

Designate a primary contact. Just as an ad

your peers and superiors, try to tap their

agency assigns specific account staff to your

expertise, not their taste. For example, ask the

program, the state must assign a primary

disease expert if the disease references are

contact for the agency. This person should

accurate, not whether he or she “liked” the ad.

coordinate everything the ad agency is asked

Consider allowing as many final decisions as

to do, so the agency isn’t pulled in several

possible to be made by the marketing manager,

directions at once. This state staff person

not a more senior political appointee. Some

should have the ability to make decisions and

states have allowed a properly tested TV spot

represent the needs of the overall program.

to air on the sole basis of a marketing director’s approval. You must balance issues of control

Trust the creative expertise you hire. Outstanding advertising is rarely the result of endless tinkering or a lengthy approval

and accountability with an agency’s ability to create something new, insightful, interesting, and effective.

process. Instead, it results from strong strategic planning that uses audience insights, creativity,

Protect the agency from politics. Policy

and judgment. Once a creative agency is care

makers are very important in tobacco control,

fully selected and hired, marketing managers

but they may not always be the best marketers.

need to place some trust in the agency. If an

As much as possible, avoid pressuring your

agency is hired for its ability to connect with

agency to make advertising decisions based on


169

a politician’s preferences. Many creative firms

do, and check everything you do against this

are very client oriented and may respond to

written agreement. For each new advertising

political pressures that could be better handled

assignment, you and the agency will develop a

by the secretary of health or another ally. Your

“creative brief” that describes in detail what

ad agency should never be asked to lobby the

you are trying to achieve with each ad or cam

legislature for funding, nor should a legislator

paign. This brief should include your copy

lobby the ad agency to, for example, select for

strategy and more details. (See Appendix 6.3:

the campaign a certain celebrity who may not

Elements of a Creative Brief and Appendices

appeal to the audience. Many program man

6.4, 6.5, and 6.6 for sample creative briefs.) By

agers inform policy makers that key marketing

requiring all your advertising to fall under a

decisions should be made by the marketing

copy strategy, you may decide not to produce

staff because they are closest to the audience

some very entertaining ads, but what you do

research and are skilled at interpreting it. The

produce will be more effective.

marketing manager has a responsibility to ensure that advertising decisions are not based on politics but on marketing information— insights about what might influence the audience and get results. On the other hand, the marketing manager should communicate regularly with state officials who make funding decisions, so they understand the campaign and will not be alienated, surprised, or offend ed by the ads they see, hear, or read.

The bottom line in logistics is to make it as easy as possible for your creative agency to develop effective advertising. As a marketing manager, you’re not only an agency’s client— you and the agency are partners.

Strategy: Developing Effective Messages Just as your program must have an underlying logic to it, so must your advertising. As with

170

Agree to brief, written copy strategies.

your entire program, your advertising strategy

Keeping on strategy is one of the greatest

should be based partly on a situational analy

challenges of any advertising campaign.

sis—an understanding of the environment in

Advertising is full of creative people eager to

which you operate. Who is your competition?

break through the media clutter with some

What are they doing? How is your product—

thing new and exciting. Your job, however, is to

the behavior you’re seeking—viewed in the

change behavior and build support for poli

marketplace? One simple type of situational

cies, not to win advertising awards or please

analysis marketers use is a list of the strengths,

everyone. You and the agency need to agree—

weaknesses, opportunities, and threats

in writing—on what kinds of messages will

(SWOTs) surrounding the campaign’s goals.

affect attitudes in a way that will lead to behav

This analysis should help you to understand

ior change. Write a brief copy strategy that

the current situation, so you have a clearer

clearly and simply states what you’re trying to

idea about what must change.



In Principles of Marketing, Kotler and

whether your assumptions about what might

Armstrong (2001) discuss two elements of

work are correct. The brief descriptions here

advertising strategy: messages and media. A

may help you to decide on the messages that

message should be designed to change an atti

are worth testing with the audiences you select

tude or tell people something they don’t already

for your state program.

know. Media—TV, radio, newspapers, bill boards, or some other outlet—are the channels used to expose people to the message. (See the Creative and Exposure sections later in this chapter for information about choosing media.)

The Message What makes a tobacco control message effective? This is a hot topic debated among the tobacco control community. No single message can claim to be the silver bullet for every audience in every state. Perhaps the most effective messages have yet to be devel oped, but some messages have already shown promise with at least one type of audience. Several message strategies are commonly used in tobacco control. You should test messages with your audiences before you decide

Health effects. The oldest and most obvious appeal in tobacco control is the argument that tobacco is bad for your health. It’s the message the Surgeon General’s warning carries on every pack of cigarettes. Messages range in intensity: some emphasize death, and others focus on sickness. The message can come as statistics, graphics, pictures, personal testimonials, or a combination of these forms. What makes the messages similar is the underlying logic: Health effect messages try to communicate, and often dramatize, the health risks of smok ing or chewing tobacco. Some messages on health effects focus on the long term (having a shorter life or an agonizing death) while others focus on the short term (health effects suffered while one is young). Although their logic may seem counterintuitive, some researchers argue


171

that for many smokers, especially teens and

damage. Other examples of the health effects

young adults, the idea of living with the effects

approach are the testimonial ads developed

of smoking is more frightening than the

and aired by many states and other countries.

thought of dying from them.

These ads poignantly describe the physical

The approach that emphasizes health effects is criticized by some people as ineffective. They argue that even though most people today know tobacco is unsafe, many still smoke. However, health concerns are probably what led to the substantial drop in cigarette use after the first Surgeon General’s report on smoking and health, in 1964. Health concerns also probably led to the subsequent decline in smoking after the “Fairness Doctrine”1 adver

and emotional tolls that tobacco has taken on real-life smokers and their families, in the words of those individuals. The ads personalize the health effects and make them relevant to smokers and their friends and families. One caveat when using the health effects approach is that people sometimes don’t believe drama tizations that are overexaggerated or are too removed from what they see every day or what they can imagine.

tising from 1967 through 1970, which broadly

Secondhand smoke. Perhaps the most widely

communicated tobacco’s health effects for the

used strategy today focuses on the dangers of

first time (USDHHS 1989). Today it’s important to present health-risk information that is new or that comes from a novel, insightful perspective. One example of this approach is California’s recent campaign linking tobacco use to impotence. The new information in this campaign alarmed some men and caused them to think about their tobacco use differ ently. Another example is the “Every Cigarette Is Doing You Damage” campaign from Australia. The campaign was aired in six countries, and data from follow-up research supported the effectiveness of the campaign in at least five of those countries. In this campaign, graphic visuals of a rotting lung, a brain with a blood clot, a clogged artery, and a developing tumor were coupled with the news that every cigarette smoked can contribute to similar

1

The Fairness Doctrine was an agreement within the broadcast industry to air one antitobacco message for every three protobacco advertisements aired. As a result, significant levels of media presence for tobacco counteradvertising messages were reached for the first time for long enough to achieve a high level of awareness.

172



exposure to secondhand smoke. For more

approach is one of the most memorable TV

than a decade, counter-marketing programs

spots the state tobacco control program has

across the country have communicated and

ever produced.

dramatized the health effects of secondhand smoke on nonsmokers—to encourage smok ers to protect their loved ones, discourage smoking in public places, and support policy initiatives, such as smokefree workplaces. California relied heavily on these types of mes sages in its successful push to support some of the nation’s strongest statewide tobacco con trol policies, such as smokefree bars and restaurants. These messages encourage non smokers to question a behavior that decades of tobacco advertising have tried to frame as a norm. Secondhand smoke messages also have been found to encourage smoking cessation because smokers have fewer places to smoke, fewer people will permit a smoker to light up around them, and fewer smokers want to smoke around friends and family. The strategy also counters the tobacco industry’s claim that smoking is an “individual choice.”

Repositioning. Aimed at teens, this approach is a close cousin of industry manipulation, but its messages are part of a larger strategy that not only repositions the tobacco industry as a manipulative adult institution, but also gives tobacco control advocates an opportunity to take on the role of hip rebels. The goal is to undermine two benefits offered by cigarette brands popular with teens—rebellion and independence—and to offer those benefits to nonsmokers. Florida took this approach by creating and branding an edgy, rebellious anti tobacco effort called “truth.” Although teens actually played a large role in directing the campaign, much of the work and development needed to be performed by the health depart ment and its contractors. By making the cam paign appear to be organized entirely by hip teens, however, this effort repositioned the “truth” movement, and thus nonsmoking, as

Industry manipulation. This strategy aims to

young and hip, while making smoking seem

reveal to potential and current smokers how

old and corporate. This strategy is now the

the tobacco industry uses manipulative and

basis of the national “truth” campaign funded

deceptive practices to win new customers and

by the American Legacy Foundation.

maintain current ones, regardless of the health consequences. These messages often talk about the industry’s advertising tactics, profit motives, history of targeting children, and efforts to downplay or simply deny the health dangers of smoking. One common message is that the industry targets teens as “replacement smokers” to take the place of smokers who have died. An early California ad using this

Defining the norm. Because most people don’t smoke, some programs use the “follow the-crowd” approach to let people know that smokers are in the minority. One TV spot, for example, informed teens that three of four teenagers don’t smoke. The theory is that teens sometimes consider smoking because they think everyone is doing it. They’re conforming to a perceived social norm. These messages


173

simply deflate the myth that “everyone is

cigarettes. This advertising typically tries to

doing it.” In addition, showing that nonsmok

dramatize the implications of being exposed to

ers are the majority may empower them to

the deadly chemicals known to be associated

speak up about secondhand smoke. On the

with smoking. One TV spot showed a family

other hand, critics of this approach worry that

drinking these chemicals from beakers.

some independent and more rebellious teens

Another ad interviewed professionals who

might be attracted to smoking, because most

worked with toxic chemicals and used protec

people don’t do it.

tive clothing to shield themselves from those

Social consequences. Messages on social consequences consider how tobacco use might affect a person’s social standing, dating opportunities, and other situations. Although

shock that the same chemicals were found in secondhand smoke inhaled every day by many people, who are unprotected from its effects.

teens are concerned with social consequences,

Addiction. Several programs have attempted

messages from state health departments about

to illustrate the power of nicotine addiction:

social consequences in the teen culture face

Once someone decides to smoke, that decision

the same credibility challenges that parents of

isn’t always easy to reverse. One difficulty with

teens often face. One tactic to address this

this strategy is the message it sends to current

challenge is featuring older and seemingly hip

smokers. After hearing these messages, some

teens as spokespeople, which gives them an

smokers may believe cessation attempts are

authentic voice. Some states are also begin

hopeless. Making the addiction claim convinc

ning to look at the social consequences in a

ing for youth also has been a challenge. In

global sense, considering tobacco’s impact on

focus groups, even teens who acknowledge

issues such as child labor, the environment,

that nicotine is addictive don’t always seem to

and poverty in the developing world.

understand what that means. “Once I feel I’m

Chemical disclosure. Another strategy is to tell people about the chemicals in cigarette smoke or about the hundreds of chemical additives in

174

chemicals. The message highlighted their


getting addicted,” one teen said, “I’ll quit.” An addiction message may be better used to supplement another message. For example,


addiction has been mentioned in industry

are often very important. Counter-marketing

manipulation to emphasize how tobacco

programs have also used the role model theme

companies recruit “customers for life.” The

to promote tobacco control advocacy. The

power of addiction also is noted often in

“truth” campaign, both in Florida and nation

smoking cessation messages.

ally, under the American Legacy Foundation,

Heroes and celebrities. Many tobacco control ads use famous actors, musicians, models, and athletes in the same way that commercial brands use these celebrities: to associate the product (i.e., the behavior of not smoking) with someone who is loved and admired.

showed teens taking a stand against tobacco advertising. One Florida ad featured teens rip ping tobacco ads from magazines. Another ad, developed by Massachusetts, told the story of a group of teens who pressured a mall to go smokefree.

These heroes and celebrities have included

Cosmetic effects. Like messages about social

supermodel Christy Turlington, actor Esai

consequences, messages about the effects of

Morales, the musical group Boyz II Men, and

tobacco use are more about appearance than

the national women’s soccer team. Celebrities

health. Put simply, tobacco use can be disgust

can also attract news media. However, it’s

ing. Messages about cosmetic effects rely on

important to carefully select the heroes and

people’s concern about their appearance. By

celebrities to use as spokespeople, because

dramatizing consequences such as yellow

working with them can have downsides. They

teeth or cigarette breath, such messages tell an

can quickly fall from popularity, may suddenly

audience that tobacco makes them less

become bad role models by adopting the

appealing. Some messages emphasize the

behaviors you’re trying to change in the target

results of these effects: A Massachusetts ad

audience, may command significant fees, and

shows an attractive teenage girl talking about

often demand a lot of creative control.

how smokers turn her off. However, experts

Role models. Another strategy focuses on how

debate the efficacy of this approach. In focus

adults and older teens are role models them

groups, teens often say they can mask these

selves, most commonly to their children and

effects of cigarettes with perfume, with breath

younger siblings, respectively. The essential

mints, or in some other way.

message is that if you decide to smoke, others

Refusal skills or individual choice. Campaigns

will follow. One ad shows a couple peering into

centered on refusal skills or individual choice,

their bedroom, where their children are play

which nearly always target youth, typically

ing dress up and are pretending to be adults.

show a teenager or group of teenagers dis

The couple is aghast when they see the chil

cussing their own decisions not to smoke.

dren pretend to smoke, copying their behavior.

These ads try to build credibility by appearing

This approach has been used with populations

to respect a teen’s ability to make an individual

such as African Americans, Asians, and

choice about tobacco use. Philip Morris

Hispanics/Latinos in which family connections Chapter 7: Advertising

175

(now renamed as Altria), the maker of the

to stop smoking. Occasionally, these ads offer

nation’s most popular cigarette, Marlboro,

tips on how to quit. The most successful cessa

created the largest and best known individual

tion ads nearly always include an easy-to

choice campaign, which carried the tag line:

remember number for quitline services that are

“Think. Don’t Smoke.” Qualitative and quanti

supported by well-qualified staff.

tative research on ads from that campaign showed that those ads didn’t perform as well as ads from tobacco control campaigns using other approaches. Qualitative research demon strated that individual choice ads developed by state programs did not perform well either. Survey respondents thought that giving youth the choice to smoke without giving them good rationale for not smoking (e.g., information on health effects) was not a strong or helpful mes

By jointly agreeing to a copy strategy with your creative agency, you have logic against which to judge particular advertising products. One way to do this is to determine which strategies are likely to work best, test them with your audi ence, and then select the strategy that seems the most powerful. Try to capture the approach in a short and simple statement, perhaps a sin gle sentence. For example, a statement that sets direction for a secondhand smoke ad could say:

sage and would cause some youth to choose to smoke. (More information about the quantita

To increase support from nonsmokers

tive research is available from the American

for restrictions on tobacco use in homes

Legacy Foundation’s First Look Report 9, Getting

and public places, we will show non

to the Truth: Assessing Youths’ Reactions to the

smokers how secondhand smoke

“truth” and “Think. Don’t Smoke” Tobacco

endangers them.

Countermarketing Campaigns (2002). Smoking cessation. A number of messages

smokers, as opposed to nonsmokers, would be

have been used to encourage people to quit

off strategy when it comes to this objective. It

smoking or call a hotline to help them quit.

might be interesting and even frightening to

Many use the messages described earlier with a

nonsmokers, but a message that smoking is

twist that will appeal to certain smokers, such

dangerous for smokers isn’t based on the logic

as telling parents about the dangers to their

of the message strategy on secondhand smoke.

children of secondhand smoke or graphically

If you don’t stick to your strategy, you’re not

exposing for pack-a-day smokers the health

giving the strategy you developed a chance

effects of their smoking. In some cases, ads to

to work.

promote smoking cessation emphasize the health benefits of quitting as opposed to the dangers of continued use of tobacco. Also, cessation ads sometimes focus on efficacy, recognizing that it is difficult but very possible

176

An ad focused solely on the health dangers to


You may have several copy strategies aimed at different audiences, but try not to create too many for each audience. Too many messages aimed at the same audience can have the result that no single message reaches the audience


enough times to make a difference. Attitudes

vehicle is a route or method used to reach a

are changed only after people are repeatedly

target audience with a message. Examples of

exposed to the same basic message. To stick to

media vehicles are TV, radio, the Internet, bus

the strategy without wearing out a particular ad

signs, billboards, brochures, and notepads in

or message, you’ll probably want to illustrate

physicians’ offices.

the same message in different ways. You can produce or reuse different creative executions

Context of the Message

that carry the same basic message. You may

You should also consider the context of your

want to use various media vehicles (communi

message. You’re not the only one talking to

cation channels), knowing they’ll work syner

your audience. Your target audiences are

gistically to strengthen the message’s impact. A

being exposed to hundreds of messages every


177

day. Some may directly pertain to tobacco.

around secondhand smoke or on cessation,

Others may not mention tobacco, but still may

both of which are likely to contribute to lower

influence what your audience thinks is right,

youth tobacco use over time.

fashionable, or simply believable. These other messages will affect how the audience receives your message. People consider information from many sources when they form opinions. Your audi ence may already be hearing from the tobacco industry, voluntary health organizations (e.g., the American Cancer Society), and the American Legacy Foundation, which is the antitobacco foundation created by the national settlement with the tobacco industry. Each campaign may have a different message, and your target audience may not recall who is saying what. For example, your audience may think the state health department’s antitobacco program and the Philip Morris youth smoking prevention effort are the same campaign.

Creative: Breaking Through the Clutter Once you’ve explored various message strate gies for the target audience and determined the one you believe has the most potential to influence the audience as desired, you’ll begin working toward creative development of ads. Instead of developing ads, you may decide to save time and resources and reapply previously produced ads from other states, organizations, or countries. Although some parts of this sec tion are relevant both to ad reapplication and developing new ads (for example, the process you will go through in critiquing ads), this sec tion focuses mainly on topics relevant ONLY to developing new advertising. It’s not an easy task to effectively translate your chosen message

You can’t coordinate everyone’s messages, but

strategy into creative concepts and then to

you can consider how your effort might fit. For

produce ads based on those concepts. This

example, Legacy’s “truth” campaign is spend

task requires a high level of strategic discipline

ing heavily to reach teens and young adults

and teamwork between you and the ad agency,

with industry manipulation and repositioning

with all parties contributing their talents to the

messages. Instead of competing for teens’

effort.

attention, you could choose to support this strategy, not with additional ads but with on the-ground marketing efforts, such as the cre ation of youth antitobacco groups or “collateral materials” (promotional and other items such as T-shirts, posters, and fliers) to be used by interested teens. (See Chapter 10: Grassroots Marketing for more about promoting youth activism.) Or you may choose to target adults with messages that focus on changing norms

In advertising, details matter as much as mes sage strategy. Two TV spots might share the same message strategy and even the same script but may be executed very differently. Who is talking and how they present them selves will affect the impact of the final ad. Is this a message from the band 98 Degrees or from the governor? One might be more credi ble defining what’s cool to teens; the other might be more credible with parents. Even

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Table 7.1: Pros and Cons of Advertising Media

Format

Pros

Cons

TV Spots TV spots are usually 15, 30, or 60 seconds long. Most run 30 seconds. The longer spots are more expensive to air.

• Reach a broad audience

• Expensive to air

• Deliver audiovisual impact

• Fleeting exposure

• Have a flexible format

• Insufficient time for complex explanations • Typically expensive to produce new ads

Radio Spots Paid radio spots are typi cally 60 seconds long; public service announcements tend to be 30 sec onds long. You can also use live announcer scripts (“live copy ads”).

• Are cheaper than TV spots

• Audio impact only

• Can typically have a narrower target than TV spots

• Narrow reach per station

• Can be produced quickly • Are typically longer than TV spots, allowing more complex messages

Print Ads Print ads run in newspa pers, magazines, and stu dent publications and can be one-quarter or onehalf page or a full page.

• Reach a specific audience, often including opinion leaders • Have short lead time (newspa pers) and immediate impact

• Very short life span • Compete in cluttered advertising environment • Youth and people of lower eco nomic status often missed • Long lead time (magazines)

Outdoor Ads Ads include billboards and signs on storefronts, buses, trains, and benches.

• Can reinforce messages placed elsewhere (e.g., TV or radio) • Can repeatedly expose com muters to message

• Limited message space • Damage from weather and graffiti • Difficult to target narrowly (Everyone will see it.)

• Can be inexpensive (e.g., transit space) • Can give high exposure Continues


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Table 7.1: Pros and Cons of Advertising Media (cont.)

Format

Pros

Cons

Point-of-Purchase Ads Ads are placed in stores where tobacco is sold.

• Can counter tobacco advertis ing where the product is bought

• Difficult to place (Tobacco industry is major point-of purchase advertiser.)

• Target frequent moviegoers (e.g., teens)

• Production and placement of trailers can be expensive (Production costs can be saved by using an existing TV spot.)

Movie Trailers and Slides Ads appear in video or still photos shown before a movie begins.

• Can have high impact and may serve to “inoculate” viewers against images of people smok ing in movies

• Targeting of specific kinds of movies not usually allowed by theaters • Ad trailers not allowed by some film distributors

Print Materials Many programs use infor mational brochures; some aim materials at a specific market.

• Can be inexpensive to produce • Have longer life • Allow large amount of message space

• Not an “interruption” medium. (Target audiences must want to read materials.) • Dissemination required • Possibility of duplicates to the same individuals

Web Banners “Click-through” banners can link commercial and partner Web sites to a program.

• Broaden exposure on new media

• “Click-through” rates typically low

• Can be inexpensive

• Pop-up ads considered annoying distractions by most people • Small message space

Web Sites Many programs build Web sites; some sites are aimed at specific audi ences.

• Can be relatively inexpensive

• Need to drive traffic to Web sites

• Are constantly present

• Compete with a large number of other sites

• Have unlimited message area • Can be updated quickly

180


• Maintenance and monitoring often required


Table 7.1: Pros and Cons of Advertising Media (cont.)

Format

Pros

Cons

Sponsorships Payments are made in return for promotion as a sponsor of a concert, sports contest, or other event. The goal is to create a positive image for the campaign by associating it with something perceived as popular or attractive by the target audience.

• Are typically turnkey promo tional opportunities in which you can pay for services of staff to handle the event • Associate program’s “brand” with well-liked celebrities, brands, or events

• Possibly expensive • Perception of negative association by some audiences • Creation of expectation of contin ued support that may not be possi ble • More limited reach than mass media

Collateral Materials Programs may create pro motional materials (e.g., T-shirts, key chains, and refrigerator magnets).

• Can provide continued but lim ited exposure to target audience

• Distribution required • High cost for limited exposure

• Benefits people involved in activities

what people wear can make a difference. In

balanced with the tobacco control experience

Florida’s “truth” campaign, for example, the

and technical expertise that you bring to the

real Florida teens recruited for TV spots

process. You are ultimately responsible for

changed clothes before they went on the air.

ensuring that the ads that are approved have

The program’s ad agency worked with a

the highest likelihood of contributing to your

wardrobe expert to select clothing that was

tobacco control goal.

more hip than the teens’ own clothes.

Managers evaluate potential advertising in

Producing good creative is an art form. Beyond

different ways. The key is to think broadly and

sending a clear message, advertising must be

avoid nitpicking any product to meet your

salient and interesting. The audience should

personal tastes. If you relate everything to

feel understood and respected. Advertising can

what you know about your audience and your

be tested to determine which concepts or fin

strategy, you can provide the creative firm with

ished ads have the highest likelihood of suc

the needed perspective. Consider four key

cess, but just how it may work in the real world

questions:

is always partly a mystery. The artistic expert ise for which the creative firms are hired must be valued and appreciated, but it also must be

1. Is the creative product something you can disseminate effectively to your audience? For example, you may not want to produce Chapter 7: Advertising

181

a TV spot if you don’t have much money for

for a list of the most common types of adver

a media buy; instead, radio might be a

tising and the benefits and drawbacks associ

more cost-efficient option.

ated with each product.)

2. Is the creative product on strategy? For example, the product shouldn’t dwell solely

tising available. Advertising messages are

on health effects if your strategy is industry

placed everywhere these days, from a banner

manipulation.

flown above a beach to the well of a urinal.

3. Does the product reflect what you know about your audience? Think about whether it communicates persuasively to your audience. Will they understand it? Will they feel understood? Is it persuasive? Will

Your job is to determine the most appropriate and cost-efficient place for the audience to see your message, so it’s clear, widely viewed, persuasive, and without unintended negative consequences.

the audience respond to the actors in terms

You should also consider using creative mate

of age, diversity, and attitude?

rials that already exist. Even states with large

4. Might unintended negative consequences occur? Advertising exposure can’t be tightly controlled; other audiences will be exposed to these products. Consider the implica tions of that scenario. For example, teens who view a message aimed at adults about how many teens are smoking might begin to see smoking as the norm.

Types of Creative Work with your creative firm to decide what kinds of products to use. Will billboards work? Should you buy radio time? What about a brochure? Does your budget allow for this advertising? The creative firm should present you with a plan to use several different types of advertising materials in a campaign. The materials should complement one another to completely reach members of your target audience, whether they watch TV, read news papers, or only see billboards. (See Table 7.1

182

Table 7.1 lists only some of the types of adver


campaigns that produce a large percentage of their own materials (e.g., California, Florida, and Massachusetts) have borrowed advertising executions from other states and countries. To help states share materials, the CDC Media Campaign Resource Center (MCRC) maintains an inventory of existing tobacco counteradvertising materials developed by a number of states, organizations, and federal agencies. By providing access to existing advertising materials, the resource center allows states, organizations, and government agencies to save the time and high cost of producing new ads. The MCRC collection includes ads for TV, radio, print, and outdoor use that address a variety of themes and target audiences. In addition, the MCRC negotiates rights and tal ent fees to simplify the process of using the ads in different states. (More information and a searchable database are available on the MCRC Web site, http://www.cdc.gov/ tobacco/mcrc).


in a pretest. Pretesting won’t tell you whether

Media Campaign Resource Center

the ad will “work”; you’ll find that out only after you place the ad and measure attitudinal

E-mail: [email protected]

changes or other results in the context of your

Phone: (770) 488-5705, press 2

entire campaign. However, pretesting can give

Web site: www.cdc.gov/tobacco/mcrc

intended message is being communicated clear

you important information about whether your ly to your target audience. The most common conclusions you can draw from pretesting are:

In general, you’ll want to select vehicles with

■

the lowest cost per thousand audience mem

make the audience feel?

bers potentially reached (CPM). However, CPM should be balanced with the need for high-

Overall reaction. How is the ad likely to

■

Communication of a message. What

quality exposure. For example, showing ads to

message is your audience likely to take

promote smoking cessation in a physician’s

away from the ad?

waiting room may have a high cost and low ■

overall reach, but the exposures are very high

likely to please or anger your audience?

quality, because you have a captive audience consisting of people preparing to talk to their

■

physician about their health.

Pretesting Creative

Likes and dislikes. What parts of the ad are

Confusing aspects. What parts of the ad are likely to confuse your audience?

■

Credibility. Is your audience likely to find the ad believable?

Advertising can be very expensive. Producing a high-quality, 30-second TV spot by using

■

Relevance. Does the audience think this

union talent can easily cost more than

is a message for “people like them”?

$250,000. Airing the spot can cost much, much

Does it apply to their lives?

more, so before major advertisers invest money in airing or placing an ad, they typically test it to determine whether it clearly conveys the intended message.

■

Perceived motivational aspects. Is your audience likely to think the ad will prompt them to change anything? Do they find the ad convincing? (Attempting

Pretesting can be performed at several stages

to measure the ad’s potential influence

in the creative process. You can pretest a

can be very misleading. People don’t like

concept, a script, a rough cut of a broadcast

to admit that advertising might affect

spot, or a storyboard (visuals and words that

their behavior. What’s more, the ad may

portray the actions in a proposed TV spot).

only need to affect an attitude as part of

(See Appendices 7.2 and 7.3 for sample story

an overall program that will change

boards.) Also, the finished ad itself can be used

behavior.)


183

Some pretesting efforts use larger sample sizes

methods selected. You’ll also want to observe

and try to measure people’s intention to

the research, if possible, and fully understand

change behavior. On the opposite extreme,

the analysis. Firsthand observations will better

some pretesting can be abbreviated as a quali

prepare you to fight for the production of

tative communication check. The testing

an ad or defend it once it’s produced. (See

measures whether the “take-away” (messages

Chapter 3: Gaining and Using Target Audience

and impressions left with the audience after

Insights for more information on pretesting.)

viewing of the ad) was what you intended.

You and the agency should be partners in the

Before you pretest, decide what you need to learn. You need to be realistic about what you can learn and whether you’re learning some thing that can be the basis for some action. Don’t ignore the results of your pretesting, but rather use them in your decision making.

planning and execution of the research and in drawing conclusions from the results.

Creating a Standard Review Process The final version of a creative product should not surprise you. A TV spot, magazine ad, or other creative product should be the result of a

As a program manager, you can require your creative firm to pretest (1) some or all of the ads you’re considering for use in the counter-marketing campaign, (2) only the ads targeted at a specific group, or (3) only the ads that you believe could pose problems. You can also decide at what stage the testing would be most useful. The testing can be performed by the creative firm, a subcontractor to the creative firm, or another con tractor you hire separately. Some people worry that creative firms won’t test their own creative prod ucts fairly, but good firms know it’s to their advantage to honestly pretest their products to find problems before they’re widely distributed. You should under stand and agree to the testing

184



joint effort by the creative firm and you. Again,

of a TV spot is the creative brief. You may even

as a program manager, your role is to continu

want to be involved in helping write the cre

ally evaluate whether the product is persuasive

ative brief. Some ad agencies consider the cre

and on strategy, can be disseminated to your

ative brief to be an internal function of the ad

audience, reflects what you know about your

agency, developed by agency planners and

audience, and is not likely to cause unintended

account staff, and shared exclusively with the

negative consequences.

creatives. However, you have the right and

You can make these judgments at several points in the creative process. You and your creative firm should agree on when your review is necessary. A list and discussion of the milestones for reviewing a TV spot are provided here. The TV spot is one of the more complicated and costly products a creative

responsibility to ensure that it’s strategically focused and communicates the key informa tion and insights the creatives will need to do their work. This is the document that tells the agency’s writers and artists—the people who create the ad—what you want. Because the function of the creative brief is to translate

firm can produce and place. The process is

your strategy into specific guidelines for the

similar for other creative products, such as

creative team, you may want to help develop it

print ads and radio spots. You may not have

or at least review it before it goes to the cre

time to perform every step for every creative

ative staff. (See Appendix 6.3: Elements of a

product, but you and your creative firm can

Creative Brief and Appendices 6.4, 6.5, and 6.6

decide jointly when your input would be most

for samples of creative briefs.)

valuable. The milestones are as follows:

Review the scripts or storyboards. After the creative brief is shared with the creatives, they’ll develop ideas for creative executions

■

Read the creative brief.

■

Review the scripts or storyboards.

Appendices 7.2 and 7.3 for sample storyboards).

■

Attend pretesting focus groups or inter views.

The creative executions may be presented to

(e.g., the script or storyboards for a TV spot; see

■

Attend or listen in on the preproduction meeting.

you in a meeting. When you review the script or storyboard and see the intended visuals, think about how your audience might react and whether these creative concepts accomplish

■

Attend the shoot.

■

View the first cut.

■

View and approve the edited spot.

what you set out to do in the creative brief. This task won’t always be easy. At first, you may not see how the proposed ad can accomplish your goal. Some advertising executions cannot be

Read the creative brief. The first thing you

interpreted literally. In all cases, the firm should

should review when overseeing the production

be able to explain how the ad can accomplish


185

the goal(s) you set out in the creative brief. (See

using animatics or a rough version of a spot

Appendix 7.1 for help in organizing your com

or print ad. One caveat is that some creative

ments and questions about the creative con

concepts don’t lend themselves well to focus

cepts.) Raise any concerns you have about taste,

group testing of a storyboard. For example, an

language, or how you see the ad taking shape.

ad that relies on clever special effects or a testi

Are the visuals reinforcing what’s being said? Is

monial ad that relies on the candid emotions

the language appropriate and understandable

of a person negatively affected by tobacco use

for this audience? Is there anything that might

may not be convincing or engaging in focus

unnecessarily offend the audience or mislead

groups where those special elements are miss

people? As the content expert, you must ensure that the “facts” in the ad are true and can be substantiated.

ing. In these cases, you won’t be able to judge the persuasiveness of the ad concepts, but you still should be able to determine whether the audience understood the messages and found

Attend pretesting focus groups or interviews.

them relevant.

At this stage, the scripts and storyboards can be presented to members of your target audi ence to get their reactions. You should observe the pretesting to be sure that the audience understands the messages and finds the ad concepts relevant and clear. If you can’t attend the testing, read the transcripts or the report of the findings, watch the video, or listen to the audiotape. The agency personnel (e.g., account service, research and planning, and creative staff) should also attend the sessions. You may also want other members of your staff to attend. Consider inviting key stakeholders to observe focus groups of specific populations that they represent. Even though these stake holders share many characteristics with the specific population, they may differ in signifi cant ways (such as education or income), and observing a focus group may help them to better understand the participants. You may wish to pretest again after production of the TV spot, because storyboards don’t always adequately convey the experience of seeing the finished ad. You can also pretest

186


Attend or listen in on the preproduction meeting. Shortly before the production of an ad (the shoot), a preproduction meeting is held for the agency’s creative staff to meet with the people who will actually produce the spot. They discuss locations, wardrobe, talent, and other production issues. The meeting is often held where the shoot will take place. If you can’t be there in person, it’s a good idea to join the meeting by phone. Most production deci sions are probably best left to the agency and the production crew, but occasionally you may want to address certain issues. For example, you would raise an objection if they were plan ning something you think might offend the audience or might not be appropriate for your campaign. If you have questions or concerns, don’t be afraid to raise them. It’s much harder to make changes once the shoot is complete. Attend the shoot. Many marketing managers attend the filming of the ad (the shoot), though it’s not a necessity. Your role usually will be limited, but your attendance will be more


important in cases where you need to weigh in

In many states, a large number of reviews can’t

on unanticipated issues. For example, Florida

be avoided. Try to remind every reviewer what

and Minnesota developed ads using video of

the ad is supposed to do and which audience

unscripted teens criticizing the industry’s

it’s intended to reach. Use the pretesting

practices. It was important for the marketing

results to support the relevance of the message

manager to be present because the script was

to your audience.

essentially being written and approved on the spot.

In the end, your role in the creative process is one of quality control. You’re not a critic,

View the first cut. After the shoot and some

an editor, or an artist, but you are the person

editing, the agency can show you a rough cut

ultimately responsible for ensuring that your

of the production that may not yet include all

advertising is on strategy and effective with the

the edits or production enhancements the

intended audience. You may not even like the

creative firm is planning, such as color correc

ad. That’s okay. You just need to believe it will

tion, sound adjustment, sound effects, and

work.

music. This step will give you a chance to a lot of time and money in postproduction

Exposure: Show the Message Enough for It to Sink In

processes. The agency can tell you what can be

Great advertising is worthless if nobody sees it.

changed at this point. If you have concerns

A program manager or marketing manager

about some aspect(s) of the ad, you may also

needs to ensure that the right people get the

review the spot before the creative firm invests

want to test the ad with the target audience to see if your concerns are valid. Sometimes ads are produced and never aired. This may seem wasteful, but it’s smarter than spending a lot more money buying time to air an ineffective or offensive ad that will cause you problems. Many veteran marketers can tell you about an ad that never ran and how happy they are that it didn’t run. View and approve the edited spot. You should always review the version of the spot that you intend to air but try to avoid having to get clearance from a large number of people. Everyone is a critic, and sometimes it’s difficult to remind your superiors that what really mat ters is how the audience sees the spot, not how it’s viewed inside your department or agency. Chapter 7: Advertising

187

right message multiple times. You need your

its rebellious youth antitobacco brand, the

target audience to become familiar enough

state could have disseminated its message in

with your message that it raises awareness,

schools. After all, where better to reach teens?

changes an attitude, or prompts action. This

But the state shunned that dissemination

means they have to see it more than once.

approach. If teachers and principals promoted

Many advertising experts say that, in general,

the “truth” brand, program managers rea

people won’t even remember a commercial

soned, it would seem anything but young,

unless they’ve seen it at least three times.

cool, and rebellious. The approach would

Others contend that TV spots must be seen

undermine the brand’s value, and in the

three to seven times to be effective. In reality,

process, the strategy.

the success of an ad largely depends on the quality of the creative execution and produc tion. There are no set criteria, but one thing is for sure: Once is not enough.

frequency, which are typically translated into “rating points.” A rating point is the percentage of the target audience potentially reached

Advertising is not a vaccine. In a global review

(reach) multiplied by the number of times

of smoking cessation campaigns by CDC and

the audience will potentially see the message

the World Health Organization, successful

(frequency). If, on the basis of your media buy,

cessation efforts required both a “strong” and

50 percent of the targeted audience is expected

“ongoing” media presence. When levels of

to see your ad an average of three times, you’ve

advertising drop, so do the calls to cessation

purchased 150 target rating points (TRPs). (The

helplines. You can expect levels of ad aware

term target rating points is meant to convey

ness to mirror the schedule of your media

that the rating points are specifically for your

buys. Awareness may be high while TV spots

target audience.) Rating points are usually

are on the air, but it will likely drop once the

expressed in four-week figures, but you must

ads stop running.

always ask to be sure. An agency may add rat

You also need to think about when and how you reach your audience. The fact that you can reach the audience with your message at a certain time and through a certain channel does not mean you always should. For exam ple, you might not want to run an ad on breast

188

Exposure is usually measured by reach and

ing points together over a longer or shorter period. For example, an agency may talk about buying 1,200 rating points during the launch of your campaign. That statement may mean 300 points a week for four weeks or 150 points over eight weeks.

cancer during a Sunday football game. It’s a

You may also hear media planners refer to

bad “aperture” for a media message on breast

“gross rating points” (GRPs). By definition,

cancer, because football fans aren’t likely to

both GRPs and TRPs represent the total

change their thinking from rooting for a team

amount of rating points bought over a period

to considering how the disease might affect

of time in relation to an audience. Typically, a

them or their spouses. When Florida launched

planner will use GRPs or TRPs to represent



rating points for your target audience, not

each flight will take place for different audi

rating points for a general audience, but you

ence segments. The media experts at your ad

need to check to make sure.

agency can advise you on how to maximize the

Rating points vary depending on which audi

impact of your budget.

ence is being targeted. For example, “Sabrina

Again, media messages aren’t like inoculations:

the Teenage Witch,” a TV show produced by

No audience becomes immune to an unhealthy

Warner Bros. Television Network, would have

behavior after a certain number of exposures

much higher rating points for adolescent girls

to a message. Just as Coca-Cola must continue

than for 40-year-old men, and network news

advertising even though the soft drink is very

would have higher rating points for retirees

well known, tobacco control programs can’t

than for teenagers.

simply air a message, then disappear. A con

Because buying media is so expensive, pro grams typically buy media in “flights” of three to six weeks, then go off the air for two to six weeks. If you’re introducing a campaign, you

stant and evolving media program with new and engaging messages is needed to counter the competitive influences on the audience to smoke or chew tobacco.

should be on the air as continuously as possi

How much exposure should you buy? That

ble during the first six to 12 months, and that

depends on your strategy, the stage of your

strategy is even more important if you’re trying

campaign, the other counter-marketing activi

to establish a brand. Awareness of the cam

ties, and your budget. Some strategies require

paign will vary depending on how long a flight

more exposure than others. Some programs

has been on the air, when it aired (e.g., time of

depend less on advertising and more on other

day, season, programs), and how many flights

interventions, such as smoking restrictions,

were used over a period of time, but media are

education programs, or cigarette taxes. There’s

typically bought in a way that preserves some

no one-size-fits-all formula.

baseline level of awareness. Although ads are not on the air constantly, an effort is made to keep the program’s message constantly in peo ple’s minds. The broadcast buy is supplement ed by other vehicles, such as outdoor advertis ing, which is typically bought in month-long increments. These supplemental ads remain in place during the off weeks of a broadcast buy, and broadcast ads return to the airways before a dramatic dip in awareness occurs. You should be given a media flowchart (including dates, TRPs, and markets) that shows how

Programs generally start with stronger media buys to win the audience’s attention. When California launched the nation’s first major tobacco counter-marketing campaign in 1990, the state was on the air almost continuously from April to November, buying 125 to 175 TRPs a week for adults and about 100 TRPs a week for teens. The program is now very well known inside the state, so media buys usually run three- or four-week flights of 100 to 150 TRPs per week, with breaks that last about a month.


189

per week on the major networks,” says Colleen

Choosing a Media Approach: Paid Media, PSAs, and Earned Media

Stevens, the program’s marketing director. “If

Typically, the most effective marketing

we have something new, we increase the buy

campaigns use multiple communication

to at least 150 [TRPs]. Admittedly, we’d like to

approaches. This is true for selling soap, per

air at higher TRP levels, but our budget doesn’t

suading drivers to buckle up, or encouraging

allow for higher levels.”

people not to smoke around others. Paid

In some cases, the best guide to scaling your

advertising campaigns, public service

media buy is doing what commercial mar

announcement (PSA) campaigns, and “earned

keters with similar strategies do. When Florida

media” efforts all have advantages and draw

decided to base its teen-targeted campaign on

backs, but used in combination, they offer an

the creation of a hip, rebellious antitobacco

opportunity to reach audiences with multiple

brand, the state’s ad agency looked at the

yet complementary messages. In tobacco

media buys made during the launch of other

control, where significant media buys have

youth brands. The state decided on a very

been taking place for some time, this sort of

aggressive buy, purchasing an average of 244

combination approach is common.

TRPs a week on TV alone for two months and

Here’s a look at these three approaches, along

supplementing this presence with radio ads.

with discussions about using them in combi

Your creative firm’s media-buying recommen

nation and using only PSAs and earned media

dation probably will be based largely on your

when paid campaigns are too expensive.

“We have a maintenance level of 100 [TRPs]

budget. One reason Florida made such an aggressive buy was that the state could afford it. The state’s tobacco settlement had specifi

190

Conducting a Paid Advertising Campaign

cally allocated tens of millions of dollars to the

A paid advertising campaign is the most effec

tobacco control program, about one-third of

tive communication tool for reaching large

which was invested in marketing. Program

audiences with a relatively simple message. It

staff also knew that many people were watch

lets you target specific audiences with persua

ing carefully to see whether the program

sive messages that can affect a person’s aware

would succeed.

ness, attitudes, beliefs, and, potentially, behavior.

It’s probably a good idea to buy as much

However, conducting a sustained paid adver

exposure as you can afford. If your strategy is

tising campaign is expensive. Successful paid

sound, your message is effective, and your

media campaigns conducted by states have

creative executions are clear and attention-

ranged in cost from approximately $.50 to

getting, the only thing standing between your

$3.50 per capita a year, and a significant por

advertising and success is exposure.

tion of those funds were for paid advertising.



A successful paid advertising campaign has a

must effectively communicate a message

few key features:

that will influence your target audience.

■

Effectiveness can be determined by test

Thorough campaign planning. Before

ing your commercials among the audi

developing a paid media campaign, you

ence. With the amount of advertising in

must completely understand the members

today’s media vehicles, your ads must

of your target audience, the messages

also stand out enough that the audience

that influence them, and how to reach

notices and remembers them, and they

them. You should outline the specific

must be sufficiently persuasive to move

objectives you want to achieve and then

the audience toward different beliefs,

determine which audiences, messages,

attitudes, and/or behaviors.

and media vehicles are most appropriate for reaching those objectives. ■

Sufficient budget to achieve optimal levels of reach and frequency. By work ing with a media planner, you can deter mine the levels of reach and frequency

■

Initial, ongoing, and postcampaign

evaluations. To determine whether your

campaign has achieved its objectives,

you’ll need to conduct multiple research

studies. If possible, you should provide for:

you can achieve with your budget. By

– A baseline measure of your audi

analyzing what you can achieve with

ence’s precampaign awareness,

your resources, you can use them more

attitudes, beliefs, and behaviors

effectively and efficiently. If you don’t have the resources to conduct a paid advertising campaign properly, it may be better to use the resources on another form of communication or to limit the focus of the campaign to one target audience or one message strategy. When funding increases, you can focus more broadly. If you choose to focus

– Midcampaign measures of your audi ence’s response to the advertising and progress toward changing attitudes, beliefs, and other factors, so you can revise your ads or media strategy if necessary – A postcampaign evaluation to mea sure the results of your effort

very narrowly at first, you’ll need to set expectations appropriately. ■

Advertising that is on strategy and breaks through ad clutter. Spending millions of dollars on ad placement won’t suffice if your advertising is off strategy or doesn’t get noticed. Your ads

Placing a Public Service Announcement PSAs are typically useful only for reaching a general audience with a general message. Because stations are donating time, the spon soring organization has no control over when, where, and how often the PSA airs. Tracking


191

Table 7.2: Media Characteristics

Paid Media

Public Service Announcement

Targeted

Not targeted

Somewhat targeted, but some audi ences (e.g., low-literacy adults and teens) may be difficult to reach because they are not big consumers of news

Expensive to place

Inexpensive to place

Inexpensive to place

Total control of message

Nearly total control of message

Not much control of message but much more control when done well

Expensive to produce but existing ads can be reap plied inexpensively

Expensive to produce but existing ads can be reapplied inexpensively

Expense dependent on event or story Sometimes no financial cost other than time

Talent fees paid every 13 weeks

Talent fees paid yearly

No talent fees

Credibility depends on ad execution and audience’s perspective

Credibility depends on ad execu tion and audience’s perspective

Credibility typically greater for press stories than for ads Credibility somewhat dependent on media outlet

data from past PSA campaigns have shown

You have a few options for trying to place your

that as many as one-half of PSAs are run late at

PSA. The Ad Council selects certain issues for

night. This lack of control over the media

which it will support the creative development

placement makes PSAs ineffective for reaching

and placement of PSAs. But the organizations

specific or hard-to-reach audiences and makes

selected must provide the funds to produce

their impact on audiences unreliable. PSAs are

the ads, and often, only national organizations

better used to raise the public’s general aware

or national causes are chosen. You can also

ness of an issue. For this reason, PSA place

work directly with the public affairs directors

ment is generally not recommended when

at networks and local stations to persuade

states are trying to make a significant impact,

them to air your PSA.

unless they have no alternative because of funding limits.

192

Earned Media


PSAs are most successfully placed when they have the following characteristics:


■

■

Strong public service appeal that will

effectiveness of your media campaign. This

benefit most of the station’s audience

approach is called earned media, because your

Local relevance to the station’s viewing area (Relevance can be achieved by tag ging the ad with a local organization’s name, phone number, or both.)

■

■

program staff must work diligently with report ers and editors to gain news media coverage of your issue. These efforts can give your campaign credibility and additional exposure. Because most audiences view news media content as

Coordinated as part of the bonus time

more objective than advertising, they’re often

of the paid portion of a campaign (See

more receptive to the messages and perceive

section on “Combining Approaches”

them as more credible. (See Chapter 8: Public

later in this chapter.)

Relations for in-depth discussion of earned

High-quality production value

A little-known option for securing PSA place ment is to work through state broadcasters’

media.) How do you gain media coverage? ■

Identify the appropriate contacts with

associations. These groups offer Non-

in the media. You can determine the

Commercial Sustaining Announcement

appropriate contacts within the media

(NCSA) programs, in which you pay the associ

by seeing who reports on your issue or

ation a fee to guarantee that your PSA will run.

by calling the news outlets. You may also

In one large state, for about $30,000 for a

want to note how the reporter frames

month-long program, the association will

the issue: Does he or she seem receptive

guarantee that 70 percent of its member TV

to your message?

and radio stations will each air the spot 15 times, with an equal split among prime time,

■

Establish yourself or your program as a

daytime, and other times. This type of arrange

resource for the media. You can build a

ment is officially considered PSA use, because

productive relationship with reporters

the stations are donating the airtime. The pro

and editors by providing data and back

gram is available only to government agencies

ground information. By positioning

or nonprofit groups. At the end of the month,

yourself as a resource for reporters and

the association provides a performance report

editors, you can help them in develop

outlining when and where the ads ran. This

ment of their stories. This relationship

option is often used when funding is insuffi

will increase the likelihood that they’ll

cient to conduct a paid campaign.

contact you when they’re developing a

future story on your issue.

Obtaining Earned Media

■

Present newsworthy stories. Mass

Having your campaign messages reported in

media outlets are deluged with press re

the popular press can greatly enhance the

leases and other suggestions for stories.


193

■

When you “pitch” a story to a media

or placements. This bonus time is usually

outlet, make sure the story has true

given on shows for which the station hasn’t

value for its audience.

sold all the advertising slots. Because you can’t

Provide supporting materials. Doing the legwork for the writer or reporter will increase the chances of getting coverage of your story. Provide a press release, fact sheets, pictures, back ground information, video footage,

■

choose the time of your ad’s placement, bonus time may not reach your exact target, so it’s more suitable for a message to the general audience that supplements the messages of your paid campaign and increases overall public support for your issue.

short biographic sketches of key people,

Earned media allows you to target your pri

and other information, as appropriate.

mary and secondary audiences more precisely.

Track your contacts with the media. Keep notes each time you contact the media, listing the topics of your discus sions, the information conveyed, the reporters and media contacted, and the angle used in covering your issue. This information will make your future efforts more effective.

Combining Approaches

Media outreach will give your paid campaign credibility by encouraging the media to rein force your messages. It will also provide more detail and supporting information than can be communicated in a 30-second TV spot. You can use media outreach to target practically any segment that watches or reads news and informational media, such as opinion leaders through editorial pages and news talk shows or parents through specialty magazines.

As mentioned earlier, mass media campaigns

Using these three approaches in combination

work best when paid media campaigns, PSAs

will provide a greater opportunity for your

(primarily for cost-efficiency), and earned

audience to be exposed to and influenced by

media are used together. In this scenario, the

your message.

paid media campaign serves as the core tool

194

for reaching your target audience(s) with a con

Working With Limited Resources

trolled, sustained message that is most likely to

Not every organization has the resources to

be influential. PSAs and earned media are then

conduct a paid advertising campaign. When

used to supplement the paid campaign by

paid campaigns aren’t possible, it’s harder to

reaching secondary audiences and providing a

target specific populations, but it’s still possible

broader context for your campaign.

to reach broad groups or the general public.

With most paid media campaigns, you can

If you can’t afford a paid campaign, you should

negotiate bonus weight, which is extra media

consider reusing or producing one or more ads

time or placements given free by the media

for PSA use for a general audience, to increase

outlets for your purchase of other media time

awareness of your issue; then use earned



media to focus on specific aspects of your

buys. Process evaluation allows you to keep

issue with different audiences. The process for

track of what your ad agency and other

PSA and media relations efforts will be gener

contractors are implementing and to ensure

ally the same even if you don’t have a paid

that those activities meet your guidelines and

campaign, though you may have to work hard

objectives. Once your ads have been run, the

er to persuade the media to cover your story.

outcome evaluation can help you to monitor

You can do this by conducting newsworthy

the exposure of the target audience to your

events (e.g., press conferences), releasing new

message(s), their awareness of the ads, and

data, and taking advantage of any chance for

their ability to recall the message(s). Most

media attention when your issue is raised by

important, you can use outcome evaluation to

some outside influence (e.g., a well-known

help you determine whether changes have

figure dies relatively young of lung cancer).

occurred in the tobacco-related knowledge,

Without a paid campaign, you’ll have to adjust

attitudes, beliefs, intentions, or behaviors of

your objectives to account for your lack of

your target audience.

control over placement of your message.

Evaluating Advertising Efforts

How To Evaluate the Advertising Campaign

Advertising is often the most expensive and

Depending on the scope and costs of your

time-consuming component of a tobacco

advertising effort, you should consider using

counter-marketing campaign. With so much

formative evaluation during planning of your

invested, several stakeholders will want to

advertising campaign, process evaluation

know whether you’re making a difference and

during implementation, and outcome evalua

whether funds are being used wisely. To

tion during follow-up. Conducting formative

demonstrate the success of your efforts, you

evaluation during the planning phase will help

should consider using three types of assess

you to learn which communication strategies

ment: formative, process, and outcome evalu

and ad concepts have the highest likelihood

ation. It’s also very important to involve an

of being effective and whether the communi

evaluation expert to help you develop and

cation pieces you’re developing leave the

implement a rigorous evaluation appropriate

audience with the messages and impressions

for your campaign.

you intended. This evaluation can include research such as exploratory focus groups for

Rigorous evaluation can help you to justify your spending to stakeholders by showing that the ad campaign, not other factors, accounted for changes in the target audience. Formative

audience insights, expert reviews, pretesting messages and materials, and pilot testing of an ad campaign that uses several communication channels (e.g., TV, radio, print, and billboards).

evaluation can help you to determine whether you have the right strategy, message, and cre

Process evaluation should be conducted as

ative products, before you invest in media

you implement your advertising activities, to


195

make sure your efforts are on track and in line

how it will be selected. Next you should decide

with your guidelines and objectives. You’ll

what questions to ask your sample and what

need to conduct rigorous monitoring by regu

methods to use to get the data you need.

larly completing or reviewing logs and other

Finally, you must determine how the data will

documentation tools. For example, if your

be analyzed to obtain the answers you need

contractor agrees to pretest an ad by a certain

for your evaluation.

date, a log can show whether all the steps to conduct the pretest were completed and whether they were done on time. Process evaluation should also include moni toring your target audience’s exposure to your advertising. You can obtain data on exposure, usually measured in reach and frequency, from your ad agency’s reports on your media buy. These reports show information such as when and where your ads were aired, how many members of your target audience were exposed, and costs. Reports from companies such as Nielsen, Arbitron, and the Audit Bureau of Circulations are other sources of data on exposure. The reports can also tell you

Using Evaluation Results for Decision Making If the evaluations are conducted well, your efforts can yield results that provide a sound basis for making project decisions. For exam ple, the findings from your ad agency’s reports on the media buy can help you to make decisions about ad placement over time. You can use the findings to compare results across markets in your state to see what worked and where. Also, reports that show ad placement by week can help you to decide how to time your outcome evaluation so you can gauge your audience’s awareness of your advertising.

the demographics of the audience reached,

Tracking a target audience’s awareness and

when the ad ran or was aired, and the format

message recall of an ad, as well as their overall

of the stations that ran the ad.

reactions, can allow you to analyze the data by

Outcome evaluation will help you to learn what effect your advertising is having. As noted earlier, you’ll at least need to conduct initial, ongoing, and postcampaign evaluations to determine whether your efforts are meeting your objectives. You and your evaluation expert will need to make certain decisions about methods to be used in conducting an outcome evaluation that’s right for you. First, to design the evaluation, you’ll have to decide which groups will be studied (e.g., smokers and nonsmokers) and when. Then you’ll need to determine who will be in your sample and

subgroups (e.g., age and race/ethnicity), to determine whether the ad has different effects on different groups. You can then make deci sions about ad design and future placement of ads directed to these subgroups. If you’re doing several types of advertising (e.g., TV, radio, and billboards), efforts to track awareness, recall, and reaction for each type can help you to determine which is the most effective and where to spend your advertising dollars. If you track your target audience’s tobacco-related knowledge, attitudes, beliefs, and behaviors at several points during the flights of an ad, you also can gauge the ad’s effectiveness over time.

196



Resources for Evaluation

evaluation for paid counter-advertising cam

This chapter covers some of the basics of eval

paigns, which is scheduled for publication in

uating an ad campaign. You also should review

late 2003. (Check http://www.cdc.gov/tobacco

Chapter 5: Evaluating the Success of Your

for updates on the availability of this manual.)


Another publication offering evaluation infor

mation about how to assess the impact of your

mation is CDC’s Introduction to Program

whole counter-marketing program. CDC’s

Evaluation for Comprehensive Tobacco Control

Office on Smoking and Health (OSH) is also

Programs, published in 2001.

preparing a manual that focuses on outcome

Points To Remember Although creative firms produce advertising, a manager within the tobacco control program must be the ultimate authority on what kind of advertising to produce. To effectively manage a creative firm, while still encouraging innovative ideas, the manager should focus on a handful of critical questions in four areas— logistics, strategy, creative, and exposure. Logistics ■ What contractual arrangements (e.g., incentives, results-based payments, and penalties) might encourage the creative firm to focus on your goals of behavior change? ■

What guidelines are needed to set common expectations and ensure quality control of creative materials, media buys, billing, scope-of-work restrictions, and other important issues?

Strategy ■ Have you and your agency developed a clear, written set of message strategies for each audience? ■

Do the advertising strategies coordinate with other parts of the program at both the local and state levels?

■

Considering that the tobacco industry, voluntary health organizations, the American Legacy Foundation, and other groups may already be reaching your audience, how does your campaign fit into the overall context of what your audience is hearing? How might you need to alter the cam paign to be most cost efficient and effective?

Creative ■ Is each creative product, from a TV spot to a T-shirt, on strategy? ■

Can each product be disseminated effectively to your audience?

■

Does each product reflect what you know about your audience?

■

Once people are exposed to this creative product, could unintended negative consequences occur?

Exposure ■ Are you reaching your audience effectively (i.e., gaining their attention and clearly communicating a message) and efficiently (i.e., for a reasonable price)? ■

Are you reaching your audience through the right channel, at the right time, and in the right place?


197

Bibliography American Legacy Foundation. Getting to the Truth: Assessing Youths’ Reactions to the “truth” and “Think. Don’t Smoke” Tobacco Countermarketing Campaigns. Legacy First Look Report 9. Washington, DC: American Legacy Foundation, June 2002. Flay BR, Cook TD. Three models of summative evaluation of prevention campaigns with a mass media component. In: Rice RE, Atkins CK, editors. Public Communication Campaigns. Newbury Park, CA: Sage Publications, 1989, pp. 175–95. Fletcher AD, Bowers TA. Fundamentals of Advertising Research, 3rd ed. Belmont, CA: Wadsworth Publishing Company, 1988. Freimuth V, Cole G, Kirby S. Issues in evaluating mass-media health communication campaigns. In: Rootman I, editor. Evaluation in Health Promotion: Principles and Perspectives. WHO Regional Publications. European Series No. 92. Copenhagen, Denmark: WHO Regional Office for Europe, 2001, pp. 475–92. Kotler P, Armstrong G. Principles of Marketing, 9th ed. Upper Saddle River, NJ: Prentice-Hall, 2001. MacDonald G, Starr G, Schooley M, et al. Introduction to Program Evaluation for Comprehensive Tobacco Control Programs. Atlanta, GA: Centers for Disease Control and Prevention, 2001. Miller A. Designing an effective counteradvertising campaign—Massachusetts. Cancer 1998;83:2742–5. Mitchell PK, Smith WA, editors. Social Marketing Lite and Energy Efficiency: A Practical Resource Book for Social Marketing. Washington, DC: Academy for Educational Development, 2000. Popham WJ, Potter LD, Hetrick MA, et al. Effectiveness of the California 1990–1991 tobacco education media campaign. American Journal of Preventive Medicine 1994;10:319–26. Siegel M. Mass media anti-smoking campaigns: a powerful tool for health promotion. Annals of Internal Medicine 1998;129:128–32. Sly DF, Heald GR, Ray S. The Florida “truth” anti-tobacco media evaluation: design, first year results, and implications for planning future state media evaluations. Tobacco Control 2001a;10:9–15. Sly DF, Hopkins RS, Trapido E, et al. Influence of a counteradvertising media campaign on initiation of smoking: the Florida “truth” campaign. American Journal of Public Health 2001b;91:233–8. U.S. Department of Health and Human Services. Reducing the Health Consequences of Smoking: 25 Years of Progress. A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 1989.USDHHS Publication No. (CDC) 89-8411.

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U.S. Department of Health and Human Services. Smoking and Health: Report of the Advisory Committee to the Surgeon General of the Public Health Service. A Report of the Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 1964.


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Chapter 8

Public Relations

While the advertising in California’s tobacco education media campaign has received a lot of positive recognition, the public relations component has been the unsung hero of the campaign. The public relations work is equal in importance to the advertising. — Colleen Stevens, Tobacco Control Section, California Department of Health Services

In This Chapter • Setting Goals and Selecting Tactics • Preparing for Implementation of Your Public Relations Program • Working With the News Media • Developing Press Materials

Like advertising, public relations (PR) is a way of reaching people with a message. But while advertising space or time must be bought or donated, PR exposure is “earned” by working with the news media, opinion leaders, or others. That’s why the media coverage generated from PR is dubbed “earned media”: You must earn the coverage by developing materials, by working with reporters, and by expending resources through a continuing,

• Responding To Negative News Stories • Evaluating Your Public Relations Efforts

systematic process. Enhancing the credibility of your message is a key feature of PR. Because audiences know that an ad is designed to influence them, they may evaluate its message more critically than the information that’s received through the news media, which is often seen as less biased. Although audiences may question some of what they read in newspapers or see on the news, most still consider these sources to be more objective and accurate than advertis ing, and they generally accept the information more readily. For example, many would believe the information released in an article in the Wall Street Journal, yet may not be convinced by an ad on the same topic with the same message. The same is true of other credible sources. The job of PR is to encourage the dissemination of your messages through others, most notably the news media. Chapter 8: Public Relations

201

To help you create an effective PR campaign, this chapter covers four main topics: 1. Setting goals and selecting tactics for

Setting Goals and Selecting Tactics PR is an essential component of a tobacco counter-marketing program because it offers

your PR activities, including efforts to

credibility, objectivity, and a de facto endorse

reach your target audiences and impor

ment of your campaign (as long as the media

tant stakeholders.

coverage is positive). When you have a small paid media budget, PR becomes your primary

2. Preparing for the implementation of

method of communicating with various audi

your PR program, including developing

ences. Even if you have a large paid media

a PR plan and managing a PR firm.

budget, PR will complement and support your

3. Working with the news media, including

paid media efforts. Without an effective PR

creating press materials and responding

effort, even the most expensive and creative

to negative news stories.

paid media campaign can founder.

4. Evaluating your PR efforts.

What PR Can and Can’t Do PR can ■

Provide quick responses to hot issues and sudden events

■

Establish relationships with media, stakeholders, opinion leaders, and others

■

Reach audiences on an ongoing basis with information that may be seen as more credible than advertising messages

■

Enhance the credibility of your advertising/paid media messages

■

Gain public support and create an environment conducive to your other tobacco control initiatives

■

Expose the practices of your competitors (i.e., the tobacco industry, smokers’ rights groups, and others) and provide a contrasting perspective

■

Provide a framework for effective crisis communication

PR can’t ■

Guarantee your message placement, focus or slant, specific content, or accuracy in the media or other venues

■

202

Substitute for other components of an integrated and comprehensive program

Chapter 8: Public Relations


In general, PR complements your counter-

best channels. Much of your advertising

advertising program and other efforts by:

research will also apply to your Target

■

Reaching your target audience with in-depth messages that elaborate on your key points in ways that ads can’t

■

Audience PR activities. However, rather than buying ad space, you’ll be working with reporters and editors to encourage them to run stories, op-eds, and editorials that convey

Helping to create positive views of your

the key messages of your campaign. These

campaign and your organization among

stories can provide additional context—and

the news media, stakeholders, policy

additional credibility—that will make the

makers, and opinion leaders

advertising component of your campaign more powerful.

■

Helping to influence policy change through long-term relationships, part

For example, if your goal is to increase cessa

nership and coalition building, and con

tion and your key audience is adult smokers

sistent efforts to expand the support

with children, your message strategy might be

base

to highlight the pain that smokers may cause their families if they die or get sick. Your adver

An integrated counter-marketing program will use PR to serve all three of these functions. This section discusses the first two functions: (1) using PR to reach your target audience and (2) using PR to promote your program with opinion leaders and stakeholders. The third function, discussed in another chapter, is changing policy. (See Chapter 9: Media Advocacy for more information.)

tising efforts might include running TV spots of testimonials from a smoker’s relatives about how they have suffered from the smoker’s tobacco-related death or illness. Your Target Audience PR might include directing reporters to “real-life” human interest stories about local families who have suffered with this situation, possibly even the individuals who are featured in your ads.

Target Audience Public Relations

In addition to working with reporters to get the

PR can be a strategic communication tool for

message out through the news media, you

sending key messages to targeted audiences

might also coordinate a lunch meeting with

and for complementing advertising messages.

chamber of commerce members to discuss

This use of PR will be referred to in this manu

various ways to help working parents gain

al as “Target Audience PR.”

access to cessation support in the workplace. You might also make a presentation at a Parent

Developing Target Audience PR activities is

Teacher Association (PTA) meeting about

similar to developing an advertising campaign:

smoking cessation support groups or quitlines,

You need to clarify your overall goal, determine

and bring fliers with recommended steps for

target audience(s), set specific objectives,

quitting and the local quitline phone number.

select key message strategies, and select the


203

Target Audience PR activities. You should also consider the media that weren’t part of the media buy. For example, even if your ad campaign doesn’t include Web advertising or newspapers, you may want to use these outlets in your PR effort. Depending on your target audience, you may also want to consider com munity-based media, such as church bulletins, newsletters, and fliers from local organizations. If you’re working with a PR firm or consultant, they’ll be able to identify the optimal media outlets for your target audiences based not only on efficiency (how many target audience members they reach for the resources expend ed), but also on the quality of communication (e.g., how credible the sources are and how appropriate they are for the message).

Gaining Exposure Through Media Outlets Once you identify the outlets that reach your How do you make Target Audience PR a reality in your program? Once you know your goals, audiences, and messages, you or your PR firm should first identify the organizations or news media outlets that reach your target audience. Second, you should determine how you can encourage those organizations or media out lets to disseminate your messages.

Finding Media Outlets That Reach the Audience

intermediaries’ interest in disseminating your message. In Target Audience PR, the most common intermediary is the news media. The best way to get your message in the media is to help reporters make that message appear new and interesting to their audience (readers, listeners, or viewers). Here are some of the most common tactics: ■

Create an event. Reporters will often

One easy way to find media outlets that reach

cover your newsworthy campaign

your target audience is to examine your adver

events, including summits, community

tising media buy. The newspapers, magazines,

activities, rallies, and so forth.

and other outlets included in the media buy will have been analyzed by the media planners and buyers to ensure that they reach your core audience. They also may be ideal for your 204

target audience(s), you must generate those


■

Set up interviews with program partici pants. Everyone loves a good personal story (witness Art and Entertainment’s “Biography,” VH1’s “Behind the Music,”


and Lifetime’s “Intimate Portrait”). Some

■

bureau will help make your subject

interesting personal stories related to

matter experts more easily available for

tobacco. These personal profiles work

speaking engagements with associations,

well for magazines and newspapers’

groups, and businesses at conferences

lifestyle sections, and they humanize

and other events, and prepare these

your efforts.

speakers for media interviews.

Set up interviews with local residents

■

Announce the results of a study or

affected by the issue. In addition to

survey. Sometimes when you do this,

campaign participants’ stories, you

you’ll get featured twice: once when you

might want to identify local residents

announce the launch of the study or

affected by your issue who can talk to

survey and again when you announce

the media. The resident is more likely to

the results.

prominent member of the community, such as a sports celebrity or an elected official. But remember that these com munity members must appeal to your target audience—if you’re targeting teens, don’t use the authoritarian, middle-aged mayor.

■

Develop a publication or Web page. You can develop publications or add informa tion to your Web site that will encourage readers to pass on your message to other interested parties or to those who could benefit from the information. Your tobac co control campaign’s Web site can include copies of and links to the media coverage

Offer reporters “behind-the-scenes”

that you’ve received, which will increase

access. You can give reporters a look

the reach of this coverage. These efforts

behind the scenes of making an ad, or

will need to be coordinated with your

let them follow one of the actors during

advertising activities.

the shoot (similar to MTV’s “Making the Video”). ■

Create a speakers bureau. A speakers

participants in your campaign may have

generate news coverage if he or she is a

■

■

You can also leverage your advertising spend ing to create Target Audience PR opportunities.

Try a stunt. You can conduct unique

Many media outlets offer “bonus weight time,”

events for the sole purpose of getting

which is extra space or time given to you as an

news media coverage. Mississippi set

incentive for purchasing advertising with

up its own version of MTV’s “The Real

them. This bonus weight time can be used for

World” and placed a group of smokers

communications other than additional ads.

who wanted to quit in a house with

For example, you can work with the outlet on

Web cameras so that people could see

promotional or sponsorship opportunities.

who gave up smoking first. This tactic

For the national “truth” campaign, the

received national exposure and educat

American Legacy Foundation worked with

ed the audience about cessation.

teen magazines to include “truth” gear in their Chapter 8: Public Relations

205

“What’s Cool” fashion sections, rather than run

Heart Association, the Campaign for Tobacco-

additional ads. You can also work with media

Free Kids, and others, to see if you can coordi

outlets to get interviews for campaign leaders

nate your responses.

and others involved in the campaign.

Your counter-marketing program will be

These are just a handful of the ways that pro

conducted in the context of national tobacco

grams win attention for their messages. Pick

control efforts. You’ll need to anticipate events,

the ideas that may work for your program.

such as the release of a Surgeon General’s

There are plenty of other possibilities—try

report, newly published scientific findings, the

inventing your own.

American Legacy Foundation’s campaigns, state or federal tobacco legislation, and the

Capitalizing on Outside Events To Increase Exposure to the Message

advocacy efforts of volunteer and nonprofit

Events independent of your tobacco control

Tobacco-Free Kids). Staying abreast of these

campaign may generate news stories that offer

activities may involve subscribing to national

opportunities for media coverage. These sto

tobacco news services, signing up for various

ries can either undermine or support your

tobacco-related e-mail distribution lists, and

campaign. In either case, you should respond

participating in national forums (such as the

to related stories to ensure that your campaign

Centers for Disease Control and Prevention’s

messages are heard. It’s especially critical that

Media Network).

you respond to any challenges to your cam paign messages. Even if you don’t get equal coverage for your response, you will have educated the reporters about the issue, which will be to your benefit for future stories. How to respond to negative news stories is covered later in this chapter.

You can also piggyback on national PR events, such as the Great American Smokeout, Kick Butts Day, and World No-Tobacco Day. When you’re planning your PR campaign, do some research on these national events and include tie-ins to the events that are appropriate for your audience. Using these events to gain

For example, if you’re targeting teens and a

exposure for your messages can be a more

positive story about the Philip Morris “Think.

efficient tactic than creating your own events.

Don’t Smoke” campaign runs in a publication

A Tobacco Control Media Events Calendar,

that reaches this audience, you can submit

along with accompanying media materials, is

data to the reporters on how “Don’t Smoke”

available on the CDC’s Office on Smoking and

efforts are ineffective and how other approach

Health Web site at http://www.cdc.gov/tobacco

es (such as those used in your campaign) are

/calendar/calendar.htm.

more effective. In these cases, it may be helpful to contact local nongovernment organizations, such as the American Cancer Society, the American Lung Association, the American 206

organizations (such as the Campaign for


You’ll also need to monitor the competition’s PR activities. You can track news releases issued by the tobacco industry by searching the PR


Target Audience PR in Florida’s “truth” Campaign With $70 million from its landmark settlement with the tobacco industry, Florida launched the Florida Tobacco Pilot Program in 1998. It was the nation’s first antitobacco education program funded with tobacco industry money. The program’s “truth” campaign is designed to create an antitobacco brand that appeals to teens the way that the major tobacco brands do. Target Audience PR played a key role in the “truth” campaign. Much of the media coverage resulted from the efforts of Students Working Against Tobacco (SWAT), the program’s youth advocacy group. The group’s activities were designed to engage teens and to garner media coverage that complemented the ad cam paign’s messages and tone. Examples of their PR activities include: ■

In the summer of 1998, the campaign offered the “truth” tour, a 10-day, 13-city whistlestop train tour and concert series across Florida. Then-Governor Lawton Chiles rode the train, joining the teen spokespeople who conducted their own press conferences at every stop. SWAT members trained their peers in advocacy and media relations along the way, empowering teens throughout the state to join in the movement’s rebellion against the tobacco industry.

■

During the fall of 1999, SWAT took on tobacco magazine advertising with “Big Tobacco on the Run.” SWAT members tore cigarette ads from the magazines they read, plastered them with a neonorange “Rejected. Rebuffed. Returned.” sticker and mailed them to tobacco company executives along with a request to meet with SWAT to discuss youth marketing guidelines. The Brown & Williamson Tobacco Corporation accepted the invitation and sent a representative to meet with the SWAT board of directors.

The media coverage of these and other events, handled by the PR firm supporting the Florida Tobacco Pilot Program, resulted in more than 845 million media impressions (the combined audiences reached by all of the media vehicles covering the events). Coverage included stories on “Good Morning America” on the American Broadcasting Company (ABC); on the “Evening News’ Eye on America,” “60 Minutes,” and “CBS News Sunday Morning” on the Columbia Broadcasting System (CBS); on the Cable News Network (CNN) and network affiliates throughout Florida, as well as outlets in New York, Chicago, Los Angeles, Dallas, Cincinnati, Indianapolis, and elsewhere. Print coverage included The New York Times, The Wall Street Journal, The Washington Post, USA Today, Seventeen, and Teen People, as well as every major-market Florida newspaper and numerous minority outlets.


207

newswire (http://biz.yahoo.com/prnews).

These are your core stakeholders. You’ll proba

Another comprehensive source of tobacco-

bly want the public’s support as well because

related news is at http://www.tobacco.org,

policy makers may follow public opinion if the

which e-mails daily news briefings to sub

support—or lack of support—is great enough.

scribers. These briefings will help you to stay

Think beyond the state level and identify

informed about the latest national and state

stakeholders at the community level, especially

tobacco-related news.

if your program provides grants or funding for activities at that level.

Stakeholder Public Relations A comprehensive PR program will reach not only your target audience(s), but also your stakeholders, which may include opinion lead ers, business leaders, policy makers, local advocates, and the public. While the primary goal of your Target Audience PR is to reinforce your campaign messages, the primary goal of your Stakeholder PR efforts is to garner sup port for your program and its funding. By demonstrating your program’s effectiveness and value, Stakeholder PR may help to increase your program’s longevity. To conduct effective Stakeholder PR, you must:

You should identify your stakeholders before you begin planning your program because one of the best ways to win support is to involve key stakeholders early in your planning. Think of ways to encourage them to have a stake in the program or to view it as partly their pro gram. You may also want to include your potential detractors in certain meetings so that you can understand the opposition and devel op a response or modify your plans. These accommodations, if they don’t detract from your goals and objectives, may be the key to turning a detractor into a supporter. For exam ple, if you’re going to focus on smokefree workplaces (including bars and restaurants),

■

Identify your stakeholders

■

Identify ways to reach those stakeholders

■

Identify and capitalize on media oppor

their concerns, you could earn their support

tunities to reach stakeholders

up front and help your initiative.

Involve stakeholders in the campaign—

There are many individuals and organizations

and keep them involved

that you should consider as potential stake

you’ll want to include some restaurant and bar owners and workers in your effort. By seeking their input and making adjustments to address

■

holders, including local businesses and

208

Identifying the Stakeholders

employers, business associations, chambers of

The first step in Stakeholder PR is identifying

commerce, volunteer and community-based

your stakeholders. You must determine whose

organizations, places of worship and faith-

support is critical to your campaign and who

based groups, hospitals and health care facili

can add to the credibility of your campaign.

ties, neighborhood associations, social clubs,



health and other professional groups or asso

organizations so that they can include

ciations, state and local government officials,

them in their newsletters. (See Appendix

school boards and PTAs, public and private

8.1 for a sample printed campaign news

universities and community colleges, voca

letter and Appendix 8.2 for a sample

tional and continuing-education schools, and

online newsletter.)

daycare and childcare centers. ■

Speaking engagements. In-person com munication is valuable because stake

Identifying Outlets That Reach the Stakeholders

holders can ask you questions directly. Not only can you provide them with the

Once you have identified your stakeholders,

information that they want, but you can

you will need to find ways to connect with

also learn the issues that are most

them through various communication chan

important to them, which will help you

nels. These channels will include not only

tailor future outreach. Set up a yearly

media outlets, but also conferences, personal

schedule of opportunities to deliver

meetings, and other communication oppor

messages to your stakeholders at their

tunities. The media outlets are likely to

meetings; you should also hold meet

include traditional news outlets (daily news

ings of your own and invite them.

papers, TV and radio news programs, and TV and radio talk shows), along with health- and

■

Web sites. You can create a Web site

tobacco-related publications, Web sites, and

solely for stakeholders. For example,

policy-related publications. You may also

Legacy created two Web sites for its

consider community-based media, such as

“truth” campaign. One site is for teens

bulletins published by local, faith-based, and

(http://www.thetruth.com) and focuses

other organizations.

on campaign messages. The second site is a password-protected site

Mass media may not be the most appropri ate way to reach your core stakeholders. Some people and groups will require more personal forms of outreach, including phone calls, meetings, and individualized letters. Other ways to communicate with your stake holders are through customized outlets, such

(http://www.truthpartners.com), specif ically for stakeholders; it disseminates research, strategies, and other informa tion to the campaign’s partners. It has a mass e-mail function that can be used to notify partners of important announcements or updates.

as the following: ■

newsletter to inform and entertain sup

Identifying Media Opportunities To Reach Stakeholders

porters and to recognize their efforts.

Certain kinds of campaign activities are more

You can also send print or electronic

likely to attract the attention of large groups

bulletins on the campaign to partner

of stakeholders:

Newsletters. You can create a campaign


209

■

■

Campaign launch. This is your prime

controversial. A flight or set of ads also

opportunity to get significant news

demonstrates progress toward the cam

media coverage about your campaign.

paign goals. However, it is important to

All of your main stakeholders and policy

notify particular stakeholders (such as

makers will be interested because the

the local programs and volunteers) of

campaign is new. You’ll want to focus on

new ads before they are run, so that the

the campaign’s goals and create a sense

stakeholders can be prepared for

of excitement.

inquiries from reporters or the public.

Specific advertising flights. Although

■

Events. Related summits, speaking

less of an opportunity than the cam

engagements, health fairs, and other

paign launch, releasing a collection of

events are opportunities to reach out to

ads can garner news media coverage,

stakeholders and gain coverage.

especially if the ads are unique or

Stakeholder Involvement in California’s PR Campaign California has been at the forefront of integrating many components of a comprehensive tobacco countermarketing program. One California PR effort illustrates how to successfully meld local programs, grassroots efforts, and advertising with stakeholder involvement to disseminate campaign messages in the news. In the spring of 1995, California’s tobacco education program worked with local programs throughout the state on Operation Storefront. More than 700 trained youth and adult volunteers surveyed more than 5,700 tobacco retailers throughout California, including grocery stores, supermarkets, drugstores, convenience stores, small pharmacies, gas stations, and liquor stores. These volunteers documented the number of indoor and outdoor storefront tobacco ads in the retailers’ establishments, including window signs, posters, banners, display racks, decals, clocks, neon signs, doormats, ashtrays, counter mats, and other items that included tobacco brands or slogans. The survey found a significantly higher average number of tobacco ads and promotions in stores near schools (within 1,000 feet) than in stores not near schools. Tobacco retailers near schools were more likely to place tobacco advertisements close to candy racks or less than 3 feet from the floor, where children were most likely to see them. The survey’s results were released at 19 local press conferences throughout the state. With the coordina tion by the PR staff at the state health department and at the PR firm, each local program was able to attract local press coverage and to contribute to the powerful statewide and national impact of the results. The survey results were subsequently incorporated into ads that exposed tobacco industry advertising tactics directed toward children.

210



■

Evaluation reports. Stakeholders as well

industry. For example, a smokers’ rights

as detractors will be interested in

campaign may successfully cloud the issue of

whether your campaign is working. If

secondhand smoke by claiming that free

your results are positive, you’ll definitely

choice is being threatened. If you have concrete

want to spread the word. If your goals

evidence that these efforts are funded or coor

aren’t met, you will still want to share

dinated either directly or indirectly by the

with your core partners the results as

tobacco industry, then you may provide that

well as the reasons why you believe that

information to the news media to ensure that

the results were not as strong as hoped,

they have all of the facts. If you’re not com

so that your stakeholders can help you

pletely sure of the information, don’t risk your

develop new directions and defend your

credibility by speculating.

efforts from attacks.

Capitalizing on Media Opportunities Responding to attacks on your campaign is essential to maintaining its credibility and sup port from stakeholders. Be prepared to work

Don’t forget to look for good news about counter-marketing efforts (even in other states) that support your campaign. Highlighting the successes of similar efforts will show stakeholders that you’re following a proven path.

quickly with reporters and to draft news releases, editorials, and op-eds in response to attacks. When you respond to the attacks, it is important to use the right tone. Sometimes a forceful approach is appropriate, while, at other times, you should present a calm, nonconfrontational response. In either case, don’t sound defensive and be sure that your responses are supported with appropriate data. If you’ve built good relationships with your partners, ask them to support your pro gram by issuing their own responses to the

Involving Stakeholders in Your Campaign Once you have identified potential partners or stakeholders, directly involving them (espe cially local coalitions and advocates) in your counter-marketing effort can be an excellent method of retaining their interest and support. You’ll also gain the benefit of their insight and expertise. Stakeholder involvement may be valuable in: ■

attacks. Quick decision making and action are

Campaign planning (especially when working with specific populations)

essential in these situations. ■

Research and evaluation planning

■

Key phases of implementation (for

As with Target Audience PR, you’ll also want to monitor the activities of the tobacco industry. Keep an eye out for fake grassroots efforts organized by the tobacco industry or other opponents. You should counter these efforts by exposing them as coordinated by the tobacco

example, invite stakeholders to be part of your proposal review committee after you issue a Request for Proposals for work to be done by contractors)


211

■

Advertising development

■

Visibly supporting your campaign when it’s facing a threat from detractors

Preparing for Implementation of Your Public Relations Program The first section of this chapter provided a conceptual framework for organizing your PR

■

Planning and implementing media

activities into Target Audience PR and Stake

advocacy and grassroots events

holder PR. This section provides information

The more that you genuinely involve key stakeholders in your efforts, the more time, resources, and effort they’ll invest in protecting your program and ensuring its success.

on preparing for the implementation of your PR activities, including developing a PR plan and managing a PR firm.

Developing a PR Plan

Defining the stakeholders’ role in your efforts

Because your PR efforts should be conducted

helps them understand the rationale for their

in the context of a strategic communication

involvement and will motivate them to become

effort, you should develop a PR plan for each

involved and stay involved. These reasons will

of your major tobacco control program initia

differ, depending on the interests and focus of

tives. As you develop the plan, you’ll need to

each stakeholder. For example, the business

be mindful of what role your organization

and labor sectors have a significant interest in

plays in tobacco control (e.g., public educa

the health of local families and communities. In

tion, advocacy, lobbying, and health care).

addition, private sector industries are interested

Outlining the goals, objectives and associated

in being “good neighbors” in the communities

tactics, and timing for each effort will ensure

in which they operate, since the community

that no steps are overlooked. Tracking the

supplies their workforce, and often, their

activities as they are implemented will provide

markets. However, because each entity has a

you with a record of what was done, which will

different agenda, you’ll need to tell them indi

help you to evaluate your efforts and to

vidually why they need to get involved with

improve future PR outreach.

your cause and how they can help. Consider the ways in which the participation of partners

The PR plan should answer four basic ques

will help them. What incentives and benefits

tions for each outreach effort:

exist or can be created to help win their sup port? Consider what these people and their institutions are already doing to help the com munity. Building community goodwill, for

1. What do you want to accomplish? Describe your goal in as much detail as possible so you’ll be able to determine whether you are moving toward this goal.

example, can be a motivating factor for some partners.

2. How will you accomplish it? Detail your objectives and associated tactics, including activities that you plan to

212



undertake, materials that need to be

head PR person craft a response and having it

developed in support of those activities,

quickly approved by the program manager or

a materials dissemination plan, a list of

the marketing director. Receiving a call from a

intended media contacts, follow-up

reporter for your response to an attack is a

contact plans, planned press events, and

valuable opportunity to convey your campaign

spokespeople. You may want to outline

messages that you will not want to miss.

partners who will assist and what their

Planning ahead will allow you to include rec

roles will be.

ommendations of experts and partners who

3. When will you accomplish it? Create a timetable that shows when each of your activities will be completed. 4. How will you determine if your goals were met? Describe how you’re going to measure your effort. You should decide up front what indicators you’ll use to measure the results and how you’ll col lect the information. Indicators may include the number of media “hits” that you received or the number of people exposed to your messages through the news media. Other key indicators include the focus, slant, and placement of news stories in which you’ve tried to communicate your key messages. For example, if the stories written have a pro-industry slant, then you may not have met your goal, even though you have received substantial media coverage.

can support your efforts. If you don’t develop such a plan proactively, you may find yourself being attacked without time to do the neces sary planning to provide a strategic response. (Responding to negative news stories is cov ered later in this chapter.) Your program is likely to be scrutinized by the media, the public, and the tobacco industry. To help prevent criticism, you should proactively consider how your messages and activities may be perceived by these audiences. Hold yourself and your program to high standards of ethics, accuracy, and accountability about how you position your messages and what activities you choose to conduct.

Managing a PR Firm PR firms provide a range of services and can be valuable for conducting target audience and stakeholder outreach in support of large campaigns. Although your PR firm will have staff who can handle most, if not all, of the

As part of your overall PR plan, you should

communication functions, you should stay

develop a crisis communications plan that

well informed about all PR activities so that

outlines the process for dealing with attacks on

you maintain the lead role in decision making.

your campaign. Because you’ll have to respond quickly to such attacks, you may need to develop a shortened review process to replace the usual lengthy review process. Your shortened process may include having your

Many firms like to set a monthly retainer for their services that is based on the expected level of services to be provided, while others will establish a yearly budget for your program, Chapter 8: Public Relations

213

then bill only the incurred labor and other

To locate specialized firms in your area, you

costs each month under some maximum

can review directories such as the Directory of

annual ceiling. With large counter-marketing

Multicultural Relations Professionals and

programs, the latter arrangement may be pre

Firms, which is offered by the Public Relations

ferred because each monthly invoice reflects

Society of America.

the level of the work actually performed and allows for easier tracking of the specific costs. If you want to reach specific populations in your state (e.g., African Americans; Hispanics/

Key PR Firm Functions A PR firm can perform several functions for you: ■

Strategy—helping you to develop your

Latinos; Native Americans; the gay, lesbian,

overall image and supporting communi

bisexual, and transgender community; and

cation strategies to reach your goals

people with disabilities or other special needs), then you may want to look for one or more

■

Counsel—giving you advice on how to

firms that specialize in reaching these popula

handle issues and situations to maintain

tions. The firms may recognize specific com

image and reputation and to support

munication challenges with these groups and

your messages

may have stronger and broader relationships

■

Research—conducting research on

with the media and stakeholders that are

the target audience, messages, and

important to them. Often, these specialty PR

public opinion

firms can subcontract with your primary PR firm, removing the need for separate competi

■

Message and materials development— developing messages to fit your strate

tive bids.

gies, developing materials for the news If you do arrange for subcontractor PR firms,

media and others

make sure that you can establish direct contact with each firm when needed and that you stay

■

the media to get coverage

fully informed about their activities. Although most of the work may flow through the prime

Media relations—working directly with

■

contractor to the subcontractors and back,

Spokesperson training—identifying and training spokespeople who support

there may be times when it’s critical to have

your campaign

direct access to a subcontractor. Keep in mind, though, that the prime contractor is legally

■

Stakeholder relations—facilitating

responsible for all work done on the contract,

meetings with partners and other key

even by subcontractors, so make sure that

stakeholders

they’re aware of any contact that you have with subcontractors.

■

Issues monitoring—reviewing the news to see how your issue and campaign are covered

214



■

■

Event planning—creating events and

but give special consideration to the advice of

holding press conferences to attract

the PR firm staff on news media issues. They

media coverage

have worked with reporters and know what is

Creative—creating “collateral materials” (items such as posters, brochures, and fliers that are given to your target audi ence), Web sites, and other communica tion tools to convey your key messages

You may not need all of these services from your PR firm. For example, you may rely on your ad agency for strategy development and on a contract with a state university for research. However, you should be aware that PR firms offer a perspective that differs from most ad agencies or other vendors, so you’ll probably want to tap PR expertise when mak ing crucial strategic decisions. If you are rely ing on multiple sources for support, make sure that all of the sources are coordinating their efforts while you maintain the lead for over seeing the work. Coordination among all of the individuals and entities involved is essential to avoid a PR crisis that could occur if everyone is not on the same page.

Coordinating Your PR Firm With Your Ad Agency Many of the services offered by PR firms

more likely to attract coverage and how that coverage can be managed. Because you are ultimately responsible for the activities of your organization, it’s important that you consider all of the input and advice and make the final decisions on major issues yourself. Bring in your PR staff early in the development of the whole counter-marketing program. Involvement from the start will help PR agen cies develop ideas and give them time to plan effective outreach and events to achieve your goals. Calling a PR firm a few days before you release a new ad campaign will not give you or the PR firm time to maximize media opportu nities or to plan for other components of a comprehensive approach. Therefore, you may not have the necessary partner support and media relationships in place to complement an ad campaign. With these components in place, your campaign will be more likely to gain valuable media coverage and collabora tion among partners. Involvement during the campaign’s development will also allow the PR experts to identify potentially negative or con troversial issues and to develop contingency plans for them.

overlap with those offered by ad agencies, event management firms, and others. Be sure to designate a lead agency for certain func tions, like establishing your overall strategy. Many people on the counter-marketing team, including those at the advertising agency, will have opinions on what will generate news coverage. Listening to these opinions is impor tant because you may get some great ideas,

Handling PR In-House Although PR firms are uniquely qualified to conduct outreach to media, stakeholders, and others, you can also handle the public rela tions functions in-house if you have the right staff and resources. You’ll need to designate someone to manage the PR tasks. Major


215

tobacco control programs often employ full-

■

time staff solely to manage news media rela

and pitch a story

tions, especially in the program’s initial stages. ■

In Florida, for example, the counter-marketing

How to keep them interested in the pro gram though press conferences, editori

program employed a press secretary, a deputy

al board meetings, and Web-based

press secretary, and two interns to manage the

“press rooms”

news media when the campaign was most vis ible. If you choose to handle all of your PR in

How you might gain their attention

■

How to place your messages in the

house, you will need at least a press secretary

media through letters to the editor,

and probably others to work with reporters,

op-ed pieces, and calendar items

develop materials, train spokespeople, and develop strategies that include partnership

■

How to respond to their unsolicited inquiries

building and special events planning. ■

How to develop spokespeople

■

How to develop the optimal materials

Working With the News Media The news media can be difficult to work with if

for the news media

you don’t understand their needs and if you don’t develop good working relationships with them. However, successfully working with the news media can greatly support your programs and enhance the image of your campaign and organization. To work effectively with the news media, you will need to consider: ■

What the

media want

■

What they

consider

newsworthy

■

Who they are specifically and how you can reach them

216


■

How to meet media deadlines, which often are short


Checklist To Determine Newsworthiness ❑ Is the story timely? Is new information being offered, perhaps newly collected data? ❑ Is the story distinct, unusual, or unexpected? Is the issue or some aspect of it new to the public? ❑ Does the story indicate a trend or relate to other breaking news? ❑ Is the information essential? Does it convey something people want or need to know? ❑ Will it affect many people in the community? Does it hit close to home? Localizing a national story by adding local statistics, spokespeople, and experts significantly increases a story’s chances of being picked up. ❑ Is the information useful to readers? ❑ Does the story have emotional appeal? A human-interest element? ❑ Do you have compelling visuals to accompany the story? Offering a reporter visuals may increase the appeal of a story and may increase its chances of being run. ❑ Does the story involve a national or local celebrity?

Knowing What the Media Want

Determining What Is Newsworthy

Most media companies are in business to

To attract coverage of your issue, you must

make a profit. They make money by develop

have something newsworthy to say. You’re

ing and disseminating accurate, informative,

competing with countless other issues and

and sometimes entertaining media content

organizations for scarce space or airtime.

(for newspapers, magazines, TV programs, and

Before you pick up the phone or write one

radio stations) with two goals in mind: (1)

word, put yourself in the place of a reporter,

attracting or retaining readers, viewers, or lis

editor, or producer and ask yourself why

teners; and (2) selling advertising. The more

people should be interested in your story at

readers, viewers, or listeners that they have,

this time. The same facts can produce entirely

the more they can charge advertisers for

different stories. You’ll need to have a new

advertising space or broadcast time, and the

“hook” or “angle”—some piece of information

more money they can make. Competition

that’s new or could be examined in a new and

among media outlets for consumers is intense,

interesting way. To gauge the potential of the

as is the continuing search for compelling

story idea that you want to pitch, check the

information and high-quality entertainment.

proposed news hook against the criteria in the

Keep the media’s goals in mind when you’re

checklist provided. If your story is timely and if

developing stories that you want placed.

you answer “yes” to at least two other criteria,


217

the Internet for listings of media outlets in

Typical Entries for a Media Contact List

your area. For example, you can find listings of established media outlets at http://www. emonline. com/links/index.html and

■

■

Date when the information was

http://newsdirectory.tucows.com/news/press

most recently updated

/na/us. Other sources for information about

First and last name and title of the reporter or the editor

media outlets in your area include chambers of commerce and the yellow pages. You can also purchase publications that provide list

■

Name of the media outlet

■

Complete mailing address: street, city, state, and ZIP code

ings of media outlets. Don’t forget to perform searches for the media outlets that reach the various ethnic communities and diverse populations within your area. Your partner

■

Telephone, fax, and e-mail

■

Field of interest or beat

■

Deadline and schedule

■

■

organizations may be able to provide you with the media lists that they’ve used. The PR firm or consultant with whom you are working should be able to identify the optimal

Other relevant information,

media outlets for your target audience(s),

such as ABC network affiliate,

based not only on audience reach, but also on

radio, monthly magazine, or

the credibility of each outlet with your audi

daily newspaper

ence(s). Most PR firms have access to databases

Reach and circulation

of reporters and editors and can generate media lists quickly. You will probably want your PR firm to develop a custom database

the odds are that the media professionals will

and to track your contacts with key reporters

consider it newsworthy.

and what they like to cover.

Developing and Maintaining a Media List

Your media list will likely include: ■

monthlies)

Maintaining up-to-date media outlet lists for your area is key to a functioning PR program.

Newspapers (dailies, weeklies, and

■

Local trade and business publications

■

Other local publications, such as univer

Media lists contain key information about all of the journalists that you work with or would

sity papers, bulletins from places of

like to reach.

worship, and community newsletters If you are putting together a media list your self, one easy way to get started is to look on

■

Local TV and radio stations (including college and university networks)

218



Working with Minority Media Many state programs include a focus on specific populations disproportionately affected by tobacco use. (See Chapter 4: Reaching Specific Populations for more information.) To reach these populations, you often have to augment your general media selection with minority news media. Specialized PR firms can provide media lists and contacts for media that reach specific audiences. However, some minority media outlets may be less likely to publish tobacco control articles if they accept and depend on money from the tobacco industry for advertising, events, or promotions. When working with minority media, you must be aware of their position on the issue. When pitching a news story to minority media outlets, be sure to: ■

Highlight the toll that tobacco use has on their audience

■

Explain the positive role that they can play in solving the problem

■

Provide them with information on your efforts

■

Include members of the relevant stakeholder organization(s) on your team when holding

in-person meetings

As mentioned, the minority media outlets that you’re approaching may be accepting advertising, event, or promotional dollars from the tobacco industry. Many minority media outlets are on tight budgets and rely on tobacco advertising as part of the revenue mix that supports their publications. You should sympathize with their situation so that they don’t feel chastised by you or your program, but you should not condone or support their receipt of this money. If your campaign includes paid placements in their media outlets, mentioning this when you meet with them may show that you value their outlets as paid media channels.

■

Local cable stations

■

Public broadcasting stations (which may have community-affairs programming)

■

Public information officers at military bases (many bases have broadcast sta tions and newsletters that reach service members and their families)

■

If you are conducting a paid advertising media buy, be sure to include all of the newspapers, magazines, TV and radio stations, and other media outlets in your advertising buy. Once you have collected the media listings, you must determine who your contacts are with these outlets. You will not have much success if you simply collect media outlet fax numbers and

Freelance writers who may be looking for

send unannounced news releases and advi

stories to feed to media outlets

sories. You must call the media outlets and ask


219

to tobacco. Don’t limit yourself to health

Developing and Cultivating Good Media Relationships

reporters, although they will be key. You may

Reporters are inundated with information

be interested in the reporters who cover stories

every day. You’ll need to take steps to attract

related to restaurants and other businesses so

the reporter to the information that you have

that you can prepare them for your smokefree

to offer. Make it as easy as possible for the

restaurants campaign. You may also want to

reporter to write the story that you want with

know who covers education, family, recreation,

out having to contact you. Make your informa

and other relevant areas. Staff turnover is fre

tion concise and to the point. Be available to

quent at many media outlets, so update your

give the reporter direct quotes and additional

contact list or database often.

information; the reporter is likely to need these

who in their organization covers topics related

The next step is to contact the identified reporters to introduce yourself. Become a “source” for them—someone who can tip

for most major news or feature stories. When you talk with reporters, be sure to: ■

Treat reporters as respected individuals.

them off to news about tobacco, explain the

Learn their beats and interests. Journalists

context, provide background information and

are almost always pressed for time. To

additional data, and connect them with rele

cultivate positive coverage, be courteous,

vant people for interviews or quotes.

concise, timely, relevant, and objective. Ask how they prefer to get information

If you want your story to run nationally, you

(e.g., by fax or e-mail) and abide by their

should know that many newspapers are mem

request. Don’t send large e-mail attach

bers of one or more wire services (e.g.,

ments with big graphics.

Associated Press [AP], United Press International [UPI], and Reuters), and rely on

■

Be prepared and credible. Have back-

these services to provide their readers with

grounders, fact sheets, and lists of

national news and features. A story that goes

experts ready to discuss the issue, and

over the AP wire is commonly picked up by

fax the information to the media outlets

200 or more newspapers. That’s a quick way to

before contacting the journalists.

get national coverage of your story. Often, larg er circulation papers feed stories to wire serv

■

Respect deadlines. All media outlets

ices. You can contact the services directly or

operate on deadlines. When you call the

develop media contacts with the larger papers

assignment editor to learn who covers

in your area to gain access to these services.

what, find out when the deadlines are and respect them. Information sent too

220

Another idea often used in larger media mar

early may be forgotten. A hot, last-

kets is to join a press association and network

minute story can be pitched on the

to find reporters who will competently cover

phone. In general, mail news releases so

your issue.

that they arrive three to five days before



an event. This extra time will allow the

should emphasize why people will care

editors to assign someone to your story.

about this story.

If you are phoning in a story, do so at ■

least one day ahead of time. ■

Ask whether the reporter has time to talk. If the answer is “no,” inquire about

Be polite. If the journalist just isn’t inter

a better time. If the reporter agrees to

ested, accept it. The reporter may sug

chat for a moment but is rushed, be

gest that someone else at the media

brief and get to the point quickly.

outlet cover the story, be interested in

Journalists will elect to keep you on the

the next story idea that you offer, or

phone longer if they’re interested in

learn that you are a source and come to

your story. They’ll also make themselves

you for information or ideas in the

more available to you in the future if

future. Don’t burn any bridges.

they feel assured that you will be respectful of their time.

Pitching Your Story to Reporters

■

Pitching a story means contacting reporters to

media outlets work on different sched

persuade them to cover a story or event.

ules and deadlines. Find out the best

Journalists want to hear about good story ideas

time to contact each outlet on your

because your ideas can help them put together

media list. A general rule of thumb is

more compelling stories. When pitching a

that newsroom editors are the most

story to a reporter, you must: ■

open to discussing story ideas after the

Be succinct. Jot down a few sentences

morning meetings have concluded—

that clearly and briefly state what you

usually after 10:30 a.m. Avoid calling

want to tell the reporter. You can use

newsrooms after 3 p.m. because jour

these notes as a script to prompt you. The

nalists are often focused on meeting

purpose of a story pitch is to pique the

tight deadlines at the end of the day.

interest of a journalist, not to communi

■

cate everything there is to know about a

Position your story as one that is receiving attention right now. Then

subject. In most cases, less is more. ■

Be sensitive to the time of day. Different

ensure that your pitch includes an angle

State clearly who you are and why you’re

that’s timely, topical, and pertinent to a

calling. Then convey the essence of your

current news peg.

issue or event in the first 15 seconds. Think about what you’re pitching as though it were a headline that will grab the journalist’s attention immediately.

■

Whenever possible, humanize a story. Providing compelling visuals, personal storylines, and interesting anecdotes with the initial pitch will afford journalists the

The first sentence of the conversation


221

■

luxury of acting on a story idea quickly

story, you are more likely to get local media

without having to do a lot of homework.

outlets to attend your press conference and to

Preserve your credibility. Avoid making claims about a story that won’t hold under further scrutiny. Making claims

■

cover the story. To make sure that your press conference goes smoothly, take these steps: ■

Choose a location. If you choose a pub

that can’t be substantiated will compro

lic location, make sure that you apply

mise your credibility and limit your suc

for any necessary permits or get permis

cess with future pitches.

sion from the appropriate person.

Avoid repackaging the same old infor

■

Set the date and time. Midmorning on a

mation. If a story does not reveal new

Tuesday or Wednesday is generally the

information, do the necessary research

best time to attract reporters.

to find a fresh hook, a recent statistic, or a different angle to justify running the

■

Select speakers. Determine who will speak at the press conference, what

story again. For example, if you’re pitch

each person’s topics will be, and how

ing a story on smoking cessation pro

long the press conference will last (usu

grams that have been covered in the

ally 30 to 45 minutes). Generally, you’ll

past, narrow your pitch to include a

want someone to make an opening

timely news peg, such as recent statis

statement (five to 10 minutes), followed

tics on smoking among teenagers and

by other speakers who can share different

adapt your message points to support

perspectives or secondary information

that angle of your story.

(10 to 15 minutes). The remaining time ■

Become an ally to the news media.

should be used for a question-and

News outlets want stories that will

answer period. You should have a mod

appeal to their audiences. Under

erator who can direct the questions to

standing the audience base of a news

the appropriate participants and can

organization will help you to pitch sto

maintain order—especially if you are

ries that will interest them.

dealing with a controversial topic.

Conducting a Press Conference Holding a press conference is a great way to get information to the media. Before planning a press conference, determine if there’s a com pelling reason to have one, such as a release of new information or another significant event. If you can create a local angle for a story or create a local link to a nationally breaking

222


■

Invite public figures. Invite “VIP” guests, such as the governor, the mayor, or other public figures, well in advance to increase the likelihood that they can attend. Having such public figures in attendance can provide an implicit endorsement of your message. Follow up as the date gets closer in case there


are cancellations. You don’t want to pro

■

■

mote their attendance if they can’t make

an agenda for the press conference that

it. Make sure that you coordinate with

includes key speakers and timing for

their PR staff.

the event.

Decide which pictures or visuals will

■

best convey your message. You can cre ■

show your findings. Use your logo and

Prepare a news advisory. Include a point of contact and phone number on it, and mail or fax it to reporters on your media list early enough to arrive one week before the event.

Say thanks. Thank the media and your guests for attending.

make your organization’s name visible on a big sign.

Be punctual. Start and end the press conference on time.

ate enlarged photos or giant posters that

■

Prepare an agenda. Give all attendees

■

Follow up. Contact reporters who

request additional information.

Meeting With Editorial Boards One way to add to your program’s credibility is to encourage favorable editorials. Editorials are articles that express opinions and are usually

■

■

Encourage reporters to attend. A few

not signed by an individual because they are

days before the event, phone the

seen as representing the official position of the

reporters to remind them of the press

newspaper. To educate a newspaper about

conference and encourage them to

tobacco control and to properly introduce

attend.

major elements of your campaign, consider

Assemble media kits or handouts. Include summaries of the topic that you’re presenting, prepared statements to be read, and photos and graphics illus trating the topic of the press conferences.

meeting with newspaper editorial boards. The editorial board sets the paper’s general editorial policy and includes the people who write the editorials that appear in the paper. The editorial board of a major metropolitan newspaper usu ally consists of the publisher, the editor, the

■

■

Set up the room. On the day of the

editorial page editor, and some columnists and

event, leave enough space for TV cam

editorial writers. However, most editorial board

eras on the sides or in the back of the

meetings include only the editorial page editor,

room. Be sure that there are functioning

the editorial writers, and/or the columnists. At

electrical outlets available where the

a smaller paper, a single person may handle the

reporters will set up.

entire editorial page.

Have all members of the media sign in.

Editorial boards each have their own schedules

Give them a copy of your media kit

and procedures, so call the one that you’re

or handouts.


223

Checklist for Press Conference Planning Facility Accommodations and Appearances

Materials

Be sure to select a location with

Make sure that your spokespeople and staff are equipped with the materials that they need to effectively deliver your messages and to meet event objectives. Examples of materials include the following:

❑ Adequate space for attendees and equipment, including tables and chairs ❑ Enough electrical outlets for equipment ❑ Adequate parking available

❑ Agenda, schedule, and program

❑ Accessibility for senior

citizens and people with disabilities

❑ Gifts or awards

❑ Adequate lighting

❑ Media kits

❑ Properly functioning air conditioning or heating

❑ Direction signs

❑ Good acoustics for speaking and recording Be sure to have alternative plans in case of bad weather. Other accommodations and equipment that you may want to consider include:

❑ Brochures

❑ Name tags ❑ Host badges or ribbons ❑ Guest book or sign-in sheet ❑ Posters or banners ❑ Placards for speakers or guests of honor

❑ Lectern and/or platform and stage ❑ Reception area ❑ Videotape equipment

Staffing Make sure that staff are available to oversee these functions:

❑ Microphones and amplifier

❑ Rehearsal

❑ Recording equipment

❑ Parking and traffic control

❑ Audiovisual aids (e.g., screens, charts, easels, chalkboards, slide projectors, computers, and projectors)

❑ Registration and guest sign-in

❑ Photographer and video crew Test all of the equipment in advance and allow time to get any needed replacements. Before the Event

❑ Master of ceremonies ❑ Photography and/or videotaping ❑ Audiovisual arrangements ❑ Decorations and catering ❑ Setup/cleanup

❑ Conduct a “walk-through” to determine the appearance of the facility ❑ Check the condition and location of the signs ❑ Before the press conference, test the equip ment again with the actual material that you plan to use

224


NOTE: If your event involves a presentation or demon stration, you may wish to have prepared questions for designated questioners in the audience to facilitate a question-and-answer discussion.


targeting to find out how it functions. Many

and your activities, or to praise or criticize a

editorial boards hold regular meetings with

recent article. Your program may send the

outside groups. If you can get on the agenda for

editor as many different letters on the same

one of these meetings, make sure that you’re

subject as you have allies to write and sign

thoroughly familiar with the media outlet and

them. To increase your odds that your letter

its position on tobacco. Also, you should:

will appear with little or no editing by the

■

Attend the meeting with no more than three people

■

paper, consider these guidelines: ■

possible, use the actual name of the edi

Prepare a 5- to 10-minute presentation

tor. If you don’t know the name, address

(no longer) that states your main mes

your letter to Dear Editor. Do not use

sage and the importance of your issue to

general salutations like “Dear Sir” or “To

the community ■

Take materials to hand out, including a

Whom It May Concern.” ■

succinct explanation of the issue, a fact

Keep the letter short. A maximum of three to five short paragraphs or 200 to

sheet on your issue, and the names and

300 words should be sufficient. Some

contact information of people who can

newspapers have length restrictions.

be reached for more information ■

Avoid general salutations. Whenever

Some newspapers also reserve the right

Be prepared for a pointed group discus

to edit for length and may not edit a

sion in which everyone asks questions

letter the way that you would want.

and voices opinions

Find out about these policies before submitting a letter.

If you can’t meet with the editorial board, you can write an editorial board memo. This

■

Keep it simple and succinct. Make sure

memo will contain the same basic information

that your first sentence is short yet com

that you would have presented in person. If a

pelling. Don’t be afraid to be direct,

hot issue is in the news, you can use editorial

engaging, and even controversial.

board memos to target columnists by provid

■

ing an interesting point of view on the issue.

Get personal. Demonstrate local relevance with your letter. Use local sta tistics, personal stories, and names to

Letters to the Editor

make your point. If you are going to tell

Letters to the editor are an effective way for

someone else’s personal story, be sure to

you to voice an opinion to policy makers and

get his or her permission in advance.

to educate the community about your tobac co-related issues. Use these letters to correct facts in an inaccurate or biased news article, to explain the connection between a news item

■

Be timely. Capitalize on recent news, events, editorials, and public-awareness campaigns. If you are responding to a


225

recently published article, refer to the

op-ed may be more detailed. Here are some

headline of the article and the date that

suggestions for content and format:

it was published at the beginning of ■

your letter. ■

release of a new survey, a recent article,

Correct but don’t emphasize inaccuracies.

or a community event. Timing is key for

If the letter is to correct an inaccuracy,

an op-ed.

very briefly mention the misconception

■

or inaccuracy, but do not give it much

Mention the author’s connection to your

negative point to an even wider audi

organization. Double-space the text and

ence). Then set the record straight in no

keep the article between 500 and 800

uncertain terms and back up your state

words. Localize the article with statistics

ments. In the last paragraph, draw a

and stories that provoke discussion and

conclusion or ask for an action, such as

provide practical solutions to the issue.

“call a toll-free number for more infor

End with an overview of your group’s

mation or visit a Web site.” Don’t forget to give your full name,

mission. ■

address, and telephone number. The

Select a messenger. Identify the best author or signer for the op-ed. Selection

editor may want to confirm your identi

of the most appropriate author is critical

ty and organization/affiliation, or to

in getting the article published and

clarify some point in the letter. Include

maximizing its impact. Even if you col

a phone number where you can be

laborate on the research and writing, ask

reached in the evening, especially if your

a board member or a local influential

issue is urgent. ■

Follow the standard format. Provide the author’s name, title, and occupation.

space (you don't want to introduce the

■

Be timely. Connect the op-ed to the

politician to sign the op-ed. The more

Follow up. Don’t be discouraged if your

prominent the signer, the more likely

letter isn’t printed. Keep trying. You may

the piece is to be published.

want to submit a revised letter with a dif ferent angle on the issue at a later date.

Op-Eds

■

Follow up. Call the paper three to 10 days after sending your op-ed to ask if it is being considered for publication. The follow-up call is also an opportuni

The op-ed (“opinion/editorial” or “opposite

ty to educate your contact about your

the editorial page”) expresses a forceful opin

tobacco-related issue, even if the op-ed

ion on an issue, backed by well-researched

isn’t published.

and documented facts. While a letter to the editor often provides a concise and direct response to a specific article or broadcast, the

(See Appendix 8.3 for a sample editorial, Appendix 8.4 for a sample letter to the editor, and Appendix 8.5 for a sample op-ed.)

226



Calendar Items

people, an annual report, a calendar of

Newspapers, radio and TV stations, and local

events, photos with identifying captions,

access/community cable TV channels often

and contact information. (See the Media

mention special events and meetings. This

Kit section later in this chapter for more

publicity is free and easy to obtain. When your

information on the contents of media

event or meeting is open to the public, send

kits.)

the calendar editor a one-paragraph descrip

■

Put your ads online. Digitize your ads

tion of the program, plus information about

and put them on the Web site so that

the event’s time, date, place, and cost, along

reporters can see them. Be sure to secure

with a contact name and phone number. This

all of the necessary permissions and pay

information is best sent two to three weeks in

all of the required talent fees before you

advance of the event. Respect the media out

place any ad online. The Web version of

lets’ deadlines.

the ad should be low resolution so that it can’t be downloaded to ensure that

Developing a Web-Based Pressroom

reporters or others don’t use the ad in a

Making information about your program

news program or for any other purpose

easily accessible to reporters will help you get

without your knowledge and express

more accurate coverage. Members of the

permission. Provide information on the

media are increasingly turning to the Web for

Web site about how a reporter can

information about the topics that they cover,

quickly receive a videotape with your lat

and creating a Web-based pressroom will

est ad(s) for use in a news story.

make it fast and easy for reporters to get

■

information about your effort.

Include screen captures of your TV ads. Place screen captures (stills from a

Although your general Web site may contain a

video) of the ads on the site so reporters

wealth of useful information, it may not

for print publications can download

include your latest news or clearly address

them to use with their story. Screen cap

what a reporter will want to know. Creating a

tures should be of a high enough quality

special section tailored to reporters’ needs can

to be used in a publication. Contact your

make it easier for them to get the story right.

ad agency or the CDC’s Media Campaign Resource Center in advance to make

Some tips for creating your online pressroom: ■

sure that all of the permissions are secured and that the talent fees are paid.

Post the same elements online that are in your media kits. These include news releases, media advisories, fact sheets, backgrounders, speeches or articles by organization leaders, biographies of key

■

Make the links easy to navigate. Make sure that the link to the pressroom is on the main page of your Web site. Don’t create several layers of links in the press


227

area; every key piece of information

run, what questions the reporter has, and

should have a link from the first press

who else he or she plans to interview.

room page. ■

■

Ask about deadlines. You are under no

Make it easy for a reporter to contact

obligation to respond on the spot.

your organization. Each page should

However, it is important to respond to

have a link where the reporter can send

the reporter in a timely fashion. You may

an e-mail to your organization’s media

want to find out more or discuss the

contact for more information.

question with others before responding—before the reporter’s deadline.

■

Track usage. Use a log-in function to track who is using the pressroom and

■

Determine who is the best source and respondent. If it isn’t you, brief the

when.

person who is the best source and have ■

Send automatic e-mail updates.

that person return the call.

Consider programming an automatic ■

e-mail notification function that sends a

phone number, and deadline. If you’re

message to reporters when new infor

unfamiliar with the media outlet, do a

mation is posted. ■

Keep the Web site current. All news

Note the reporter’s name, affiliation,

little research, perhaps on the Internet. ■

releases and other information should

Check the information. Check all the facts carefully and collect your thoughts

be posted to the pressroom at the same

before you return a call.

time that they are distributed by fax, e-mail, or another method.

■

Always call back. Respect deadlines. Set a time to return the call, and make sure

■

Continue your other media activities.

that you don’t keep a reporter waiting.

Realize that the online pressroom only supplements—but doesn’t replace—

Selecting and Training Spokespeople

regular phone calls, faxes, and other

Selecting and training spokespeople who will

contact with reporters.

carry your message to your audiences are essential for disseminating your messages and

Responding to Unsolicited Media Inquiries

for creating and maintaining a positive image

When you get a call from a reporter for infor

spokespeople should be ready to speak on the

mation about your campaign, you should

record and on the air with reporters. Make sure

for your campaign and organization. Your

that they understand that discussions with ■

228

Ask for particulars. Find out what news

reporters should always be considered “on the

outlet the reporter represents, what the

record.” Many organizations have full-time

full story is about, when the story will

spokespeople, although the role often falls to



Bridging Statements “Bridging” is responding to a question by answering the question that you want to answer, not the one that was asked. You should never have to say “No comment.” Bridging is a way to keep the interview on track, to control it, and to get your message out. Here are just a few examples of bridging statements: ■

“I think it’s important to know…”

■

“We see it from a different perspective…”

■

“What I’d like people to remember is…”

■

“Let’s talk about what’s happening…”

■

“Our perspective is…”

the director of a program. When selecting

It is helpful to have a list of spokespeople that

spokespeople, you should choose spokespeo

you’ve trained so that you can quickly refer

ple who have the following characteristics:

reporters to them for quotes and interviews. You

■

Represent the image that you want to project for your message, campaign, or organization. They may be friendly and energetic, scientific, or very polished or casual in their appearance. Your selec tion depends on the message and image

■

spokespeople by using a spokesperson profile sheet. (See Appendix 8.6 for an example.) When you want to refer reporters to your spokes people, you can use these profiles to help select the most appropriate person to contact.

that you are trying to convey. It helps if

All of your spokespeople should go through

your spokespeople are viewed as likable

media training to perfect their on-air presence.

as well as credible.

Most PR agencies offer media training as a core

Represent your target audience. You want the spokesperson to be seen as credible. If your target is kids, you may want a youth spokesperson; if it’s policy

■

can record key information about your trained

service. Many independent media trainers are also available and can be hired as freelancers. Most media training sessions include videotap ing mock interviews and then critiquing the performance. Most people improve significant

makers, you may want a respected

ly with just a few practice sessions. When

leader of a community organization.

reviewing a taped mock interview, look for:

Are well spoken, articulate, and fast

■

Clear and believable answers

■

Main points repeated in quick, appeal

thinkers. However, do not assume that people who are articulate in conversa

ing sound bites

tion will be “naturals” at being spokes people. Make sure that you provide

■

A relaxed and comfortable interviewee

training and that they are prepared to deliver your messages.


229

General Interview Tips ■

When working with reporters, try your best to correct factual inaccuracies; otherwise, they will be accepted as fact.

■

Pair the use of statistics with personal stories or case studies that bring them to life.

■

Repeat important information to reinforce key message points.

■

Know your campaign goals and objectives, and be prepared to provide information and answer questions in depth.

■

Don’t speak to issues that are not your area of expertise. If a reporter asks you about another unrelated health issue, refer the reporter to an appropriate subject matter expert if you are not knowledgeable on the subject.

■

Don’t speculate or lie to reporters. Always be honest and stick to the facts. If you don’t know an answer to a question, say so, and offer to find the answer or refer the reporter to someone who can.

■

Always make your own statement. If a reporter asks, “Would you say . . . ” and then adds a quote for you to agree to, don’t take the bait. Instead, succinctly state the main message you are trying to convey.

■

Assume that everything is on the record and that everything is for attribution. Don’t confide in a journalist. Say only what you would want to appear in a headline or lead of a story.

■

Don’t offer personal opinions when speaking on behalf of your organization.

Tips for Print Interviews ■

Take notes during the interview, mainly about points that you want to address. Interviews are highpressure situations; don’t count on keeping it all straight in your head.

■

Smile, stand up, and move around. You’ll be more animated, and it will come through over the telephone.

Tips for Radio/TV Interviews and Talk Shows ■

Before the appearance you should: – Become familiar with the show. – Role-play with a stand-in for the host.

230



– Jot down likely questions and answers. – List three or fewer key points that you want people to remember. Keep them simple and be prepared to repeat them using varied wording throughout the interview. – Prepare anecdotes, examples, or research to support your messages. ■

During the appearance, you should: – Be confident, personable, and honest. If you don’t know an answer, say so. – Talk more slowly than usual and speak in short sound bites. – Dress for success. For TV, wear medium tones; don’t wear stripes, bold plaids, or wild prints. Stay away from bright white, too. Keep jewelry and ties simple. – Always assume that a microphone is live. Never say anything within earshot of a microphone or a reporter that you wouldn’t want to be broadcast or recorded.

Developing Press Materials If you want to get your message in the news media, you’ll need to make your message—and your sup porting points behind it—very easy for the media to find and use. Over the years, PR professionals have developed a standard way of organizing information into materials to suit this purpose.

Media kits usually take the form of a two-pocket folder with a cover label featuring the name of the organization providing the information. (Use a computer-generated label to identify your organiza tion and the kit’s contents if customized printed folders are unavailable.) Media kit components include:

These materials are often packaged together in a media kit (also called a press kit, a press packet, or an information kit).

Media Kit A media kit generally contains a lead or main news

■

Table of contents

■

Pitch letter (described below)

■

Media advisory (described below)

■

News release(s) (described below)

■

Fact sheet or backgrounder on the issue and

release and related elements (brochure, fact sheet, and photos) that tell a complete story. Effective media

your organization (described below)

kits offer an appropriate amount of unduplicated information, arranged in the order of importance to

■

Photo(s) with identifying captions

■

Business card or label with contact informa

the recipient. The most recent news release should be the first thing visible when the kit is opened. The contents should be compiled with the needs of the

tion for your organization’s main media

intended audience(s) in mind.

contact


231

■

Additional information, such as

■

the following:

“Sell” the story idea’s newsworthiness. Propose a news hook, state why it’s a hot story, and suggest photos or other possibili

– Printed brochure

ties for visuals. Providing good visuals is

– Reprints of speeches or articles by

especially critical to a TV pitch.

organization leaders ■

– Biographies of key people – Press clippings from previous coverage

Skip the hype. Forget cute leads, flowery text, and self-congratulatory language.

■

of the organization

Organize the letter like a news story. Don’t beat around the bush. Make the opening tell the story, then provide background informa

– Annual report

tion. – Calendar of events ■

– Video news release

Pitch Letter

phone number. ■

Advance the story. Offer the names of inter view subjects and experts who complement

The pitch letter is designed to persuade reporters to

the contents of the accompanying news

cover a specific story. More than a phone call, a

releases or materials.

pitch letter or e-mail lets you outline what you’re doing and why it is newsworthy. A good pitch letter

ALWAYS include a contact name and a

■

Localize. Generate local statistics and pro

has staying power. (See Appendix 8.7 for a sample

vide local anecdotes to tie your story to a

pitch letter.) If it doesn’t generate a story today, it

national story on the same subject.

may tomorrow. Here are some format and style suggestions:

■

Conclude with your intention to follow up by phone. Include your phone number.

■

Target pitch letters and news releases. Send correspondence to one journalist at each

■

Follow up. Phone in a few days to explore

publication or media outlet. Avoid having

different angles, but don’t be pushy. Your

two journalists at the same outlet compete

job is to let reporters know what's going

for the same story.

on, and their job is to decide whether it’s newsworthy. Always thank reporters for

■

■

Be timely. Play off recent or anticipated

their time. If the idea is rejected today, it

events.

may be more relevant tomorrow.

Be concise. The pitch letter should be one typewritten page or less. Aim for no more than four or five paragraphs.

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■

Use organizational letterhead and hand address the envelope.


Common Traps There are some common “traps” that people fall into when giving interviews. Sometimes, reporters will intentionally set up the interviewee to get a better quote; sometimes, these hap pen spontaneously. In either event, keep them in mind when being interviewed. Always keep your cool and never argue with or be condescending to a reporter. ■

Off the record. You are never off the record. Consider anything that you say to a

reporter as a potential quote.

■

The long pause. Sometimes, a reporter will pause after you’ve answered in an effort to keep you talking. When you’ve finished answering a question, don’t feel compelled to fill a silence by continuing to talk.

■

The derogatory remark. If a reporter makes a derogatory remark, don’t take the bait. Ignore the comment and bridge to your key message.

■

The phantom authority. The reporter makes a vague reference to a study or a quote by an unnamed authority. Don’t respond unless the reporter can provide exact information about the study and author.

■

Badgering. The reporter asks the same question over and over or asks the same ques tion in several different ways in an effort to get the response for which he or she is look ing. Don’t concede the point. Bridge to your message.

■

Irrelevant questions. If a reporter asks a question that’s not relevant to the topic or your area of expertise, bridge to your message.

■

“A” or “B” dilemma. The reporter gives a dilemma, “Do you prefer X or Y?” Don’t let the reporter limit your choices. State what you think is best and don’t hesitate to state several options if that’s preferable.

■

Multiple or rapid questions. A reporter asks several questions in rapid order or asks questions with multiple parts. Respond by taking the issues one at a time. If the reporter has asked several questions, answer the one that you want to answer and ignore the other ones.


233

Media Advisory

■

type sizes.

A media advisory telegraphs basic information about an upcoming event and may catch a busy

Fonts. Choose one font. Don’t mix fonts or

■

Length. Try to keep your news release to no

editor’s attention when a longer news release may

more than two double-spaced pages, about

not. It should be very simple and can even be writ

400 to 500 words.

ten in bullet format, like an invitation showing who, what, when, where, why, point of contact,

■

Pagination. For releases that run more than

phone number, and date. Send media advisories to

one page, type “more” at the bottom of the

all local media outlets, as well as to the AP wire

first page. Avoid carrying forward single

service, which maintains a daily log of events that

words or lines of text. Make sure that the

is sent to all subscribing news outlets in a particu

name of your organization, an identifying

lar city or state.

phrase (or “slug”), and the page number appear at the top of subsequent pages.

Be sure to indicate a time and a place for the inter view or photo opportunities, especially if the event

■

End. You can denote the end of a release in

is an all-day affair. Make sure that you also provide

two ways: Type “—30— ”or “###” after the

a contact name and phone number on the adviso

final paragraph.

ry for reporters who want to get more information

(See Appendix 8.8 for a sample news release.)

or schedule interviews. Also note that you can prepare print news stories

News Release The news release (also called a press release) is the workhorse of media relations. It communicates an issue’s newsworthiness in a matter of seconds. If it

with images and pay to have them distributed to the media. Agencies that provide this kind of serv ice include PR Newswire, North American Precis Syndicate, and News USA.

doesn’t, it will be tossed. Although news releases are sometimes used as submitted, they most often

Video News Release

provide the foundation for a story or interview.

The video news release (VNR) is essentially a prepackaged 90-second TV news story sent to TV

Just as important as the content of the news release is the format or look. Neatness counts. Make sure that the release date, your organiza tion’s logo, and the necessary contact information are shown clearly and prominently. Here are some guidelines for the format: ■

stations. You should ask your regular media con tacts whether VNRs are useful before investing money in creating them. VNRs are useful when you’re conducting an event that TV stations can’t attend but would be interested in covering. TV sta tions often take sections of a VNR and use them

Style. Indent paragraphs five spaces.

with footage of their anchors. VNRs are often trans

Double-space and leave wide margins.

mitted to TV stations via satellite. You can also digi tize them and place them on your Web site so oth ers can see the story.

234



Some major media outlets have a policy of not

put together because you supply just the raw

using VNRs because VNRs do not meet their

materials instead of a fully packaged news

broadcast standards. An alternative to a VNR is

story with a voiceover. To let the stations know

to send a satellite video feed featuring sound

about the feed, you can send a media advisory

bites and background footage (B-roll) that the

with the time and satellite information, then

TV station can use to create its own story. This

follow up with calls to the news editors.

approach is more cost-effective and easier to

Criteria for an Effective News Release ■

Does it grab the reader’s attention from the start?

■

Does the headline inform the reader? Does it presell the story?

■

Does the lead paragraph single out at least two of the five “Ws” (who, what, when, where, and why) that explain why the story is important?

■

Does the second paragraph address all of the other “Ws”?

■

Have you put the most important information up front?

■

Have you put the most important quotes up front?

■

Have you clearly and accurately provided the title and affiliation of the people

being quoted?

■

Does it use the inverted pyramid style? Start by giving the reader the conclusion, follow with the most important supporting information, and end with background information. This allows editors to cut from the bottom and still retain the newsworthy kernel of the release.

■

Does the closing paragraph succinctly restate the purpose of your campaign or organization?

■

Is the text concise, readable, and easily understood?

■

Is the information accurate? Have you double-checked all of the facts and figures? Are all of the attributions and sources complete? Are the names, titles, and all of the text spelled cor rectly?

■

Does the release avoid jargon and spell out acronyms in the first mention?

■

Are quotations used properly to express opinions, offer ideas, and explain actions, and not merely to puff up the story?

■

Is a pertinent Web site or other reference information provided?

■

Have you provided a date and a point of contact with a phone number at the top of the release?

■

Does the release clearly indicate when the information can be published (e.g., “For release at 10:00 a.m. Thursday, Nov. 17” or “Embargoed until noon, Feb. 1”)?


235

Fact Sheet

■

Look at the situation as an opportunity.

The fact sheet or backgrounder provides basic,

Always try to think in terms of educating the

objective, and detailed information on an issue or

media, thereby building bridges to promote

subject. Fact sheets are usually a single page. A fact

accurate stories in the future.

sheet supplements the information in a pitch letter or a news release. It adds credibility to any accom panying advertisements, media kits, op-ed pieces,

Tip 2: Analyze the situation. ■

Look at your relationship with this reporter

or other timely materials. Follow the news release

and media outlet. Following up on a nega

format guidelines to create your fact sheet. You may

tive news report is usually not the best time

also want to use bullets or boldface for key points. If

to work with a reporter or media outlet for

appropriate, use a question-and-answer format.

the first time. Expressing your complaint to

(See Appendix 8.9 for a sample fact sheet.)

someone who knows you and knows that you’re credible is easier and more productive.

Responding to Negative News Stories

■

Keep in mind that reporters don’t work for

Sometimes, despite your best efforts to communi

you. Reporters have no obligation to report

cate accurate information and messages that sup

only positive stories for you—although they

port your program, a news outlet will run a negative

do have a responsibility to inform their audi

or inaccurate story. It is important to respond calm

ence with accurate information. You can and

ly and strategically.

should appeal to their sense of community service if the stories that they’re running are

Tip 1: Remain calm. ■

inaccurate or not in the best interest of the

Stay calm and don’t take the negative story

public.

personally. When you talk to the media, you are speaking for your agency or organization.

■

Remember whom you’re trying to reach. You’re not trying to win a contest with media

No matter how angry you are, reacting

representatives. You’re trying to reach your

thoughtlessly or attacking the reporter will

target audience(s). If the reporter or media

not only reflect negatively on both you and

outlet is unwilling to hear your position, con

your organization, but it will also hinder your

sider trying to get your point across to your

efforts to communicate your messages.

audience(s) through alternate news sources. ■

Try to understand the reporter’s point of view. Reporters do not always have the time to get all of the facts before their deadline, or they might fear that if they continue to spend time on research, a competing reporter might release the story ahead of them.

■

Determine whether the story you saw or heard attempted to express both sides of the issue. To many reporters, a balanced piece is one that examines the opposing sides of a story, even if you perceive one point of view as an extreme position and the other as the

236



■

generally accepted point of view. As long as

made and you have supporting material to

reporters attempt to present both sides, they

refute the facts or statements reported. Ask

will likely consider this to be fair reporting.

for a correction immediately, and request that it be run as prominently as the original

Determine whether there truly was an inac

piece. Al-though this is not likely to happen,

curacy or if the reporter simply presented

you may be able discourage the editor from

the facts with a negative slant. Correcting a

burying the retraction in a section that’s not

factual error is relatively simple and straight

widely read.

forward. However, a difference of opinion about a subject isn’t as easy to counter.

■

■

Ask for another piece to air that presents

Statements that you may perceive as biased,

your perspective on the issue. A follow-up

uninformed, or sensational reporting may

response is a reasonable request if your point

not be viewed by reporters as an error on

of view was completely ignored or misrepre

their part. You can still respond to the piece,

sented in the original report. Reporters are

but your strategy will be different than if

not likely to present a follow-up piece that

you’re simply correcting a factual error.

simply contradicts a story that they have recently run because they will not want to

If the story is basically true with only minor

lose credibility. They will be more likely to

factual errors, you may choose not to com

work with you if you give them a fresh per

ment. Quibbling with a reporter over a minor

spective or a new angle, or supply some “new

point when a news item is otherwise accu

information” (thereby giving them a way to

rate will not help you build bridges for future

maintain credibility).

positive stories. However, you may still want to contact the reporter to establish a dialogue

■

Ask for an apology. Sometimes reporters

and offer yourself as a source, which may

make mistakes unintentionally. If the errors

result in more positive stories in the future.

are not egregious enough that they will signif icantly hinder your communication efforts,

Tip 3: Know what to request.

perhaps an acknowledgment of the mistake

Once you have analyzed the situation and have

over the phone by the reporter is enough. If

decided that action is necessary, know your

this is the case, you may use this as an oppor

options. Reporters only have a few possibilities for

tunity to develop rapport with this reporter

how to respond to your complaint. Decide ahead of

and to establish yourself as a source that the

time your ideal solution as well as your minimal

reporter can contact to confirm the accuracy

solution. Think of this as a negotiation. Here are

of information in the future.

some actions that you may request: ■

■

Ask that a correction note be placed in the

Ask for a retraction or correction. This is

permanent record. Ask the reporter or editor

reasonable when a grievous error has been

to place a written correction on file with the original piece in the permanent record and


237

to tie the correction to the original

■

■

report. If the mistake is a factual one,

result in the desired action, then speak

you do not want to see it repeated.

to the news editor or the producer.

Reporters often go back to do research,

Keep going up the chain until you are

and may report the mistaken informa

satisfied with the response or until you

tion again if they don't realize a correc

are convinced that you will not get the

tion was made.

desired action.

Ask that a letter to the editor or guest

■

Consider going to an alternate media

editorial be printed. A letter to the edi

outlet. If you have doubts about the

tor may be an effective response

integrity of the media outlet that pre

because these letters are widely read

sented the negative or inaccurate report

and publications are often very willing

concerning your issue or organization,

to print opposing views. Before releasing

you can go to an alternate media outlet

your letter, be sure to coordinate with

to present your information and point

your PR staff and seek concurrence from

of view. Of course, go to the alternate

subject matter experts within your

source with a great story idea, not just a

agency. See tips on writing letters to the

complaint about the other media outlet.

editor earlier in this chapter. ■

Consider reaching your public through many alternate outlets. If all else fails in

Tip 4: Know whom to contact. ■

If talking with the reporter doesn’t

your efforts to set the record straight

Talk to the reporter first. Always give

with the original media outlet, redouble

the reporter the first opportunity to

your efforts to get your message to the

respond to your concerns before moving

public through alternative means. For

up the chain of command. Give the

example, set up a public forum, make

reporter the benefit of the doubt. An

your presence known on the Internet,

editor may have changed a piece with

and invite partners to write letters or

out the reporter’s knowledge. A produc

make phone calls. Offer articles for com

er putting together the nightly news

munity newsletters. Work to establish

teaser may have misunderstood the

contacts in competing media outlets.

message that the reporter was commu nicating in the piece, or “sensational ized” an originally balanced report. Let the reporter have an opportunity to respond and explain. Know the reporter’s position before taking any fur ther action.

238


Tip 5: Know what you want to communicate. ■

Remember who your ultimate audi ence is. You are ultimately trying to reach specific target audiences and


stakeholders. Keep them in mind as you

■

craft your messages and responses. ■

you know the important issues as well as the basic arguments of your critics,

Develop your message. Have your mes

you and your PR staff can prepare mes

sages reviewed by advisors and subject

sages and responses ahead of time,

matter experts in your organization and

especially for potentially controversial

partner organizations. ■

issues. Draft letters to the editor that

Frame messages in a positive way. Don’t

could be altered slightly and sent within

focus on criticisms or negativity. Don’t get

hours of the airing or printing of an

distracted by the arguments or concerns

inaccurate or negative story.

of your critics unless they’re substantial

■

enough to truly be creating obstacles to

and providing them with the most

Include a call to action. If appropriate,

recent and accurate information will

include specific information about what

help keep reporters informed about

audiences can do to respond or become

your issue and will likely prevent inac

involved in the issue.

curate or negative stories.

Tip 6: Prevent and plan for future attacks. ■

Attempt to prevent negative stories. Staying in contact with your media list

communicating your messages. ■

Prepare responses in advance. Because

■

Let the media outlets know that you’re paying attention. Because you are part of media outlets’ audience, they have a

Be ready to voice objections quickly.

stake in responding to your needs. Let

When a surprise negative news story

them know that you watch or read their

hits that relates to your effort or attacks

stories. Maintain regular contact. For

your program or tobacco control efforts

example, you may call a reporter to

in general, you need to respond very

praise a good story. Build bridges with

quickly (often the same day of the story)

the media at every opportunity.

to take advantage of it. Thus, you may need to develop a shortened review

■

Let the media know that you’re a

process to replace the usual lengthy

potential source for information. Invite

review process. Your shortened process

reporters to call on you for interviews or

may include asking your head PR per

information verification in the future.

son to craft a response, then having it

Make sure that you’re available to give

quickly approved by the program man

credible and constructive interviews

ager or marketing director. Having a cri

and information. Identify and train

sis communications plan on hand will

spokespeople that you can offer as con

facilitate your response.

tacts for reporters to interview.


239

■

Coordinate with your PR team. Make sure

done. As indicated in Chapter 5: Evaluating the

the team is aware of any ongoing issues with

Success of Your Counter-Marketing Program, you

the media and are involved in planning

or your PR firm will need to regularly complete

responses.

logs, call sheets, and other tools to track the activi

Evaluating Your Public

Relations Efforts

As discussed in Chapter 5: Evaluating the Success of Your Counter-Marketing Program, evaluation is an essential component of a successful countermarketing program. Evaluation will help you report to stakeholders about what you’re doing and will give you valuable insight into how to adjust and improve your efforts. More specifically, evaluation can help you answer questions such as the follow ing: ■

ties that are linked to the goals and objectives of your PR plan. If, for example, one of your process objectives is to reach a specified list of journalists by a certain date, a call sheet should be created to allow you to document what journalists were reached and when. (See Appendix 8.10 for an example of a media contact record.) If process objectives specify that certain events (e.g., press conferences, radio and TV appearances, and meet ings with editorial boards) will be held or materials (e.g., news releases, pitch letters, and a Web-based pressroom) will be developed and/or distributed

How is the funding for PR being used?

within a certain time frame, event and materials logs should be designed and used regularly to doc

■

What activities have you conducted?

ument your efforts. This tracking system may be

■

What are the results of your efforts?

time consuming, but it’s important to have these data on hand. You can use the records to respond

Did you identify, reach, and involve key

to inquiries from stakeholders and for planning

stakeholders in the PR activities?

purposes.

■

Did they view your campaign as effective?

Your process objectives may also specify your

■

Did you identify and reach your

■

target audience(s)?

intention to achieve a certain amount and quality of media coverage and target audience exposure. To measure media coverage, you’ll probably need

■

How can you use the evaluation

to use a clipping service, such as Burrelle’s, Bacon’s,

results to adjust your PR plan, reach more of

or Luce. These firms search a list of publications

the target audience, and

that you identify for key words related to your

contribute to the success of the

efforts. They clip the stories that contain these

counter-marketing program?

words, compile them, and send them to you on a regular schedule. Each clip will contain a slip that

240

How To Evaluate Your PR Efforts

indicates the source publication, the publication’s

First, in a process evaluation, you’ll need to moni

audience, and other information. You usually pay a

tor your efforts by tracking exactly what you have

set-up fee for these services,



then pay for each clip. You can then analyze

surveying the audience exposed to the counter-

the clippings to determine whether the slant

marketing messages. One cost-effective way to

of each story supports your efforts. For an

do that is to collaborate with those who are

additional fee, some clipping services will

conducting a target audience survey to evalu

provide reports analyzing the coverage for you.

ate counter-advertising and include PR evalua

Larger newspapers are often available online

tion questions in that survey.

and can be searched electronically, either by visiting their individual Web sites or by using a search service like Lexis-Nexis. You can also track video coverage through firms such as VMS and Bacon’s. If you know that your topic was covered by the broadcast media, you can tell them the name of the program and station, and they can get a tape for you. They can also search the transcripts and provide you with a report of all broadcast coverage, including the text transcripts of each “hit.” These broadcast-tracking services usual ly charge by each search, with tapes costing extra. You should consider using one of these services because it’s generally the only way to track your earned media efforts.

Using Process Evaluation Results for Decision Making After you have compiled the news coverage that your PR efforts have generated, analyze it to see what adjustments and improvements you should make. Are certain reporters not covering your issue? Perhaps you should pitch a different reporter or a different media outlet, or perhaps you should consider using a differ ent angle. Are your key messages not getting into the coverage? Maybe you need to retrain your spokespeople or try new PR tactics. After each PR opportunity, determine and then document what did and didn’t work so that your next opportunity will be more fruitful. By regularly evaluating your efforts, you’ll learn

Conducting an outcome evaluation to deter

which stories will likely get good play and

mine how your PR efforts have affected the

which approaches will most likely succeed in

target audience (i.e., change in awareness,

getting the maximum coverage in support of

attitudes, beliefs, and behaviors) requires con

your messages and campaign.

siderable time and resources and may include


241


Create an annual PR plan. For both your Target Audience PR and your Stakeholder PR, create a yearly calendar of all the PR opportunities that you plan to pursue. Include national events that you’ll tie in to (e.g., Great American Smokeout, World No-Tobacco Day, and Kick Butts Day), holi days and times of the year that lend themselves to certain stories (e.g., New Year’s for cessation and back to school and spring break for youth prevention), and your own campaign events. See what gaps are in your calendar, and decide how to fill them so that you maintain a high level of coverage year-round. Create a PR plan for each activity that indicates the target audience(s), specific objec tives, key messages, media channels, tactics, and timeline.

■

Stay on message. Getting news coverage helps only if the coverage promotes your message. To

make sure that you stay on message, create a limited set of standard talking points and key mes

sages that will be used in all PR activities, whether planned in advance or done in response to an

unplanned PR opportunity.

■

Respond quickly to unplanned PR opportunities. When a surprise news story hits that relates to your effort, you will need to respond very quickly (often the same day of the story) to take advantage of it. This means that you may have to skip the campaign’s usual lengthy review processes and let your head PR person craft the response and have it quickly approved by the program manager or market ing director. In many cases, you may receive a call from a reporter for your reaction. These opportuni ties require quick thinking, quick decision making, and quick action.

■

Integrate PR with other counter-marketing activities. PR is most effective when it works in synergy with other components of your program. For this to happen, the PR staff must know everything about the campaign well in advance so that they can plan the appropriate outreach. Involving PR staff in the planning of advertising, grassroots activities, and other efforts will allow them to identify potential PR issues, both positive and negative, and to plan appropriately.

■

Evaluate your PR efforts. For each event or activity, track the coverage you get. You’ll learn quickly what works and what doesn’t in getting the coverage that you want. Modify your annual PR plan accordingly. If you have the resources, perform a formal content analysis of the coverage to docu ment the campaign messages to which your audiences are being exposed. At a minimum, review all of the key news stories to make sure that they reflect your campaign messages.

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Bibliography ASSIST, Site Trainers Network. Advanced Media Advocacy Module Trainer’s Manual. Rockville, MD: National Cancer Institute, 1998. Campaign for Tobacco-Free Kids. Kick Butts Day 2000 Activity Guide. Washington, DC: Porter Novelli, 2000. Catacalos R. Online media room is new part of public relations mix. Houston Business Journal, Sept. 17, 1999, Available at: http://houston.bizjournals.com/houston/stories/1999/09/20/focus4.html. Accessed October 30, 2002. Office of National Drug Control Policy. Media Tool Kit for Anti-Drug Action. Washington, DC: Office of National Drug Control Policy, 2000. Public Relations Society of America. Directory of Multicultural Relations Professionals and Firms. New York, NY: PRSA, 2000. Saffir L. Power Public Relations: How to Master the New PR, 2nd ed. Lincolnwood, IL: NTC Business Books, 2000. Schultz D, Barnes B. Strategic Brand Communication Campaigns, 5th ed. Lincolnwood, IL: NTC Business Books, 1999. Stevens C. Designing an effective counter-advertising campaign—California. Cancer 1998;83 (Suppl. 12):2736–41.


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Chapter 9

Media Advocacy

Once you “get” media advocacy, you have to do it. Or live with the fact that you’re not doing everything you can to make a difference. — Makani Themba-Nixon in News for a Change: An Advocate’s Guide to Working With the Media (1999)

Media advocacy is defined as the strategic use of mass media and community advocacy to advance environmental change or a public policy initiative. The concept has been used broadly on tobacco control and other issues, and it has many applications. One key application is as a response to issues involv

In This Chapter

• Coordinating Media Advocacy Efforts • Elements of Media Advocacy: Focus on Strategy • Media Advocacy in Action: the Art of Framing • Evaluating Your Media Advocacy Efforts

ing well-financed opponents who use money to shape the political and social environment. Compared with public relations, media advocacy is more focused on a particular policy goal, resulting in social change. It’s also more decentralized, community based, and community owned. The information in this chapter focuses on the strategy behind media advocacy and why it’s important. Practical “how-to” steps for developing materials and working with the media are outlined in Chapter 8: Public Relations. These steps should be reviewed before you read this chapter. Traditionally, health communications used the media to re-create, on a large scale, the instructive relationship of a physician to patient or a teacher to student. In contrast, media advocacy doesn’t try to persuade individuals to make specific behavior changes, but instead seeks to use the media to change the social environment in which individuals make personal behavior deci sions. Media advocacy focuses on the social forces that shape behavior—that is, on public and private policy—rather than on personal behavior. The goal is to attain a more sweeping and permanent change in society at large.

Chapter 9: Media Advocacy

245

What Media Advocacy Does and Doesn’t Do Does ■

Rely on collaborative

Doesn’t ■

message development ■

sional message develop

ment

Reinforce social respon sibility for the problem

■

of tobacco ■

■

Give people a voice

■

Train the community in media skills

■

problem of tobacco

■

mental change

Tell individuals what

they should think

■

Give people a message

■

Take care of the media

for the community

Help communities cre ate long-lasting environ

Emphasize individual

responsibility for the

Focus on advancing policy change

Rely solely on profes

■

Guarantee individual

behavior change based

on new information

246

Media advocacy is based on an understanding

heard and inspiring others to join in your

that the media are a tool, not a goal, and that

cause. It can change attitudes and create a

media coverage is a means to an end, not an

flood of support. Media advocacy begins with

end in itself. Through the media, advocates

the premise that those closest to a problem are

gain access and a voice in the social decision-

the best positioned to fix it and takes advan

making process. But the use of media alone

tage of the fact that most media are local. It

won’t accomplish the goal of change. Media

can extend the reach and penetration of any

advocacy efforts should be used in combina

statewide media campaign by piggybacking

tion with other communications and

national stories and extending the reach of a

policy initiatives.

scientific report or finding.

Media advocacy is a crucial component of a

There are no specific “recipes” for media advo

comprehensive media campaign because it

cacy. The successful use of media advocacy

empowers the community and targets policy

requires flexibility and being in tune with com

makers. It’s a way of getting your message

munity issues, needs, and resources so that



opportunities are embraced when they arise.

■

Invite representatives from advocacy

Media advocacy is a learning process, and

groups to be part of your campaign

skills are developed through practice. Media

advisory board; their involvement in

advocacy requires long-term thinking and not

planning and implementation of key

being discouraged by short-term setbacks.

strategies ensures that everyone’s efforts

When media advocacy efforts begin to suc

support a common goal

ceed, you may face greater challenges as the

■

opposition responds.

Share campaign materials with advo

cates so that they can comment on

these materials, help improve them,

Coordinating Media Advocacy Efforts

help promote the campaign, and deflect

criticism and attacks from the tobacco

Unlike other counter-marketing components,

industry and others

the role of the state health department in media advocacy is to support the policy efforts of local coalitions, which are often led by advo cacy groups. A major challenge for the countermarketing team is coordinating efforts so that everyone is working toward common or com

You also should consider operating an intra state media network that includes programs aligned with state goals. Through your network, you can offer: ■

plementary goals and that each partner is

national experts

working in the appropriate role. For example, public officials may need to avoid lobbying,

■

opposition

this area. Some partners may be better at col ■

■

Training in areas, such as message

development and spokesperson training

your broader counter-marketing program are consistent with, and supportive of, each other,

Networking, which offers the opportuni

ty for brainstorming

to inform changes in strategies. To ensure that media advocacy efforts and

Information sharing, particularly on

your program’s effectiveness and industry

but other partners may focus their attention in lecting data and analyzing results of initiatives

Technical assistance, including access to

■

Evaluation and feedback, which are part

your counter-marketing team should coordi

of the on-the-job learning that makes

nate its efforts with those of local coalitions as

advocates better at what they do

it conducts activities that are best delivered from a central source. Your team should: ■

■

points, that advocates can customize for

Identify potential statewide and local advocacy groups and individuals that can support your efforts

Tools, such as press releases and talking

their communities

■

Tie-ins to paid media campaigns, which

can help support a program’s paid cam

paign and generate earned coverage


247

■

“Action Alerts,” e-mails that describe key

you’re available. Then, you set up an appoint

opportunities and how local advocates

ment for the video crew to come and tape the

can take advantage of them

interview. In the intervening time, you might

Sharing activities and events through a media network will allow local media advocacy efforts and your program to complement and support each other. Information on how to develop and use media materials and tactics can be found in Chapter 8: Public Relations. The primary pitfall to avoid is providing grants or other funding for local advocacy groups or coalitions without central support, training, technical assistance, and coordination. Without this support, you may find that funds

pore over fact sheets and background materi als to ensure that you’re familiar with the latest information. You might talk to your colleagues and co-workers about what you should say, straighten up your office (and yourself), and maybe call friends and relatives to let them know that you’re going to be on TV. When the crew arrives, you drop everything to help them set up. While they’re framing the shot and adjusting the lights and the camera, you talk with the producer and/or the interviewer.

aren’t spent efficiently and you may not see the

Finally, the interview begins. Under the hot

results that indicate progress toward your

lights, you’re asked a few questions and give

state’s goals.

the best answers you can. You may be asked to repeat a few statements. The interview may be

Interviewing With the Media: When Less Is More

over in five minutes, or it may last as long as 20

Anyone who has been interviewed for a local

to it.

television news program knows the drill. First, you get the call from a producer asking if

minutes, but half of your day has been devoted

After all of this investment in time and energy, if you did a really good job, you may be given 10 seconds of news time. If the inter view was with a newspaper reporter, the process has been similar (except for the lights and camera) and you might be given a one- or twosentence quote in the finished story. Is this tiny payoff worth your time and effort? Don’t you have more important things to do? You have so much to say on this important topic! How can they reduce it to 10 seconds or a few sentences?

248



It may seem like you’ve invested too much

were generating headlines that reframed society’s

effort for so little in return, but a few well-

view of tobacco use from a personal decision

chosen, well-placed words can have a greater

to a public health problem decades before

impact than a long treatise. The key is knowing

dedicated cigarette tax increases, successful

how to use those 10 seconds or those two

lawsuits, and the Master Settlement

sentences strategically by framing your mes

Agreement provided significant funds for

sage well and aiming it at the right audience.

sophisticated advertising campaigns. They did this for a very practical reason—it worked!

Considering the Industry’s Response Media advocacy has been used on a variety of social issues, such as housing, alcohol control, childhood lead poisoning prevention, and

When people think of using the media to help solve public health issues, too often their imaginations are limited by what they’ve seen or done before. Posters, bumper stickers,

violence prevention. Tobacco control advocates

The Roper Report The following are excerpts from the 1978 “Study of Public Attitudes Toward Cigarette Smoking and the

Tobacco Industry,” conducted for the Tobacco Institute by the Roper Organization. This study was one of

the first internal industry documents to be revealed to the public after it was subpoenaed by the Federal

Trade Commission in the 1980s.

Implications of the Findings The original Surgeon General’s report, followed by the first “hazard” warning on cigarette packages, the subsequent “danger” warning on packages, the removal of cigarette advertising from television, and the inclusion of the danger warning in cigarette advertising were all “blows” of sorts for the tobacco industry. They were, however, blows that the cigarette industry could successfully weather because they were all directed against the smoker himself. While the overwhelming majority of the public has been convinced by the antismoking forces that smoking is dangerous to the smokers’ health, this has not persuaded very many smokers to give up smoking. The antismoking forces’ latest tack, however—on the passive smoking issue—is another matter. What the smoker does to himself may be his business, but what the smoker does to the nonsmoker is quite a dif ferent matter. . . . This we see as the most dangerous development to the viability of the tobacco industry that has yet

occurred. . . . The issue, as we see it, is no longer what the smoker does to himself, but what he does to

others.


249

pamphlets, and public service announce

focusing almost exclusively on persuading

ments often have been the media tools of

people to either quit or not start smoking.

choice, not because evidence suggested that

Beginning in the early 1980s, advocates

these were effective options, but because these

reframed the issue to focus on the rights of

products were most familiar to advocates. By

nonsmokers and the need to regulate and

looking carefully at how the industry responds

counteract the tobacco industry’s behavior. In

to media advocacy initiatives, media advocacy

other words, individual-focused antismoking

practitioners are now better able to identify

messages became industry-focused antitobacco

the efforts that are the most threatening to the

messages. As revealed by the 1978 Roper

tobacco industry. Until recently, tobacco con

Report (see sidebar on previous page) and by

trol advocates seldom had sufficient funds for

many other internal industry documents that

solid evaluation research. However, tobacco

were subsequently uncovered, this strategy

companies have been able to reach into their

was exactly what the industry feared the most

own deep pockets to research their opposition

because it posed the greatest threat to its eco

carefully. If tobacco companies fight against a

nomic future.

tobacco control initiative, it’s probably effec tive; conversely, if tobacco companies support

The Eclecticism of Media Advocacy

or don’t fight against an initiative, then you

Because many successful media advocacy

should probably analyze it well to ensure that

interventions have produced confrontational,

it’s truly effective before using that tactic in

hard-hitting news stories, many people

your program.

assume that any controversial news story is

One example of evolving to tactics that pre sented a greater threat to the industry relates

250

media advocacy, and that media advocacy is always combative.

to the positioning of media messages. Through

Media advocacy does focus on policy change

most of the 1970s, antitobacco media mes

or environmental change. However, it doesn’t

sages tended to be antismoking messages,

have to be confrontational, and it isn’t limited



to earned media. Media advocacy can refer to

■

a wide range of activities, including: ■

Initiating calls, faxes, and e-mails to

boards

■

reporters (“pitching” stories or angles) ■

Responding to calls and e-mails from reporters

■

Designing good visual images for

TV cameras

Meeting with newspaper editorial

Writing opinion/editorial (op-ed)

columns and letters to the editor

■

Conducting creative research to educate

the media and to generate media

attention

This list could go on. Anything that is done strategically to use the media to advance

■

Helping to develop messages for

targeted paid media campaigns

■

policy change or policy enforcement could be called media advocacy. Like other communi

Helping to identify or develop good

cation strategies, media advocacy works best

storylines that will appeal to media

when it’s designed to advance a specific goal

representatives

and when it’s part of a comprehensive media plan that employs a variety of tactics, includ

■

Staging strategic media events

ing paid media. (See Chapter 7: Advertising

■

Developing long-term relationships

and Chapter 8: Public Relations for more

with editors, producers, and reporters

information about earned and paid media

(known as “media gatekeepers”)

strategies and tactics.)

Alerting the media about important

Elements of Media Advocacy: Focus on Strategy

■

political or other policy-related develop ments and framing these developments for the media

As noted earlier, media advocacy is the strategic use of media and community advocacy to


251

create policy or environmental change. Those

policy action. You don’t need to articu

who work with the media face a range of

late a comprehensive solution to the

options requiring strategic decisions whenever

problem, just the next concrete step

they have (or create) a piece of news:

along the path to your goal.

■

Should I share this information with the press?

■

Should I call all of the reporters that I know or offer the story as an exclusive to one reporter?

■

2. Who can give you what you want? Define your target audience. Do you need cooperation from local merchants? Action by the city council? Help from the governor? Who has the power to provide what you need to accomplish

Is this development worthy of a press

your goal? What is their self-interest?

conference?

Who or what influences them? Are there secondary audiences that you can reach

■

Should we stage a press event and hope that the media will cover it?

more easily who can influence the pri mary target? These policy decision mak

The answers to these questions vary according

ers, not the general public, are typically

to the history, the surrounding circumstances,

your primary target audience for media

and the goal of each media advocacy interven

advocacy.

tion. In every case, the answers should be based on what makes the most strategic sense at the time. For example, holding a press con ference may be a wise choice, but only if doing so will be an efficient and effective way to advance toward the overall goal.

3. What do they need to hear? Once you’ve determined who has the power to provide what you want (i.e., your target audience), you need to determine what types of messages will most likely resonate with them. Begin developing

The basis for success in every media advocacy

your message by learning what your

intervention is disciplining yourself to answer

audience is thinking; don’t assume that

five important questions:

they’ll accept your premises. Will they be influenced by new health informa

1. What do you want? This first question forces you to begin at the end and work backward by defining your policy goal

tion? By popular opinion in the commu nity? By examples of success stories in other states?

or purpose in terms that are as realistic and specific as possible. Define the

252

4. From whom should they hear it?

problem that you want to solve in terms

Identify your messenger by determin

that can be addressed by policy change

ing who’ll have the greatest chance of

(or policy enforcement), and state the

influencing your target audience. State

solution that you seek in terms of specific

legislators may be more responsive to a



concerned parent who is also a con-

5. How can you reach your target audi

stituent than to a trained epidemiologist

ence? What kind of media coverage will

who comes in from out of town.

attract your target audience’s attention?

Conversely, a local board of health may

Will a letter to the editor be noticed? Will

be more responsive to a scientific

TV news coverage of the results of a new

expert. Learn about the decision-mak-

scientific study reach them? Will a

ing process that you seek to influence so

staged media event be effective?

that you can choose your spokespeople strategically.

Case Study: X Marks the Target This case study is excerpted from News for a Change: An Advocate’s Guide to Working With the Media (Wallack et al. 1999). “X” was a proposed cigarette brand that many activists believed appropriated the strong, positive sentiment that young African Americans have for Malcolm X for use in selling cigarettes. The brand was manufactured by a small Massachusetts company, Star Tobacco Corporation, and marketed and distributed by Duffy Distributors. The packaging, marketing, and low price seemed lethal weapons in the tobacco industry’s efforts to hook more young African Americans. The effort to stop X brand cigarettes evolved out of a network of activists who had been mobilizing communities of color around the targeted marketing of tobacco and alcohol products. Brenda BellCaffee, director of the California African American Tobacco Education Network, saw a message about X on a computer mailing list for tobacco control advocates and immediately alerted her colleagues. In the group’s assessment, the two small companies that manufactured and marketed the product were more reachable, winnable targets than any relevant public agencies. The strategy was, therefore, crafted to mobilize pressure and shame these companies into revoking the brand. The group worked to shame the targeted companies by emphasizing two messages: X brand, whether purposely or not, defamed an important leader and cultural icon—Malcolm X; and it was packaged in a way that was sure to attract African American youth. The group gave the companies 10 days to withdraw the brand. Media played a critical role in pressuring the companies to respond. Activists got the word out to both African American and corporate-owned media outlets, and articles on X appeared in more than 100 newspapers nationwide. Succumbing to national pressure, Duffy Distributors issued a statement one day after the deadline, which—without any admission of wrongdoing—announced that it had decided to withdraw the X brand cigarettes from distribution.


253

Answer these questions before you begin plan

answer the question. The most strategic

ning each media advocacy event. Review your

response may be that you’ll investigate

answers often during the planning and evalua

and get back to the reporter with the

tion process.

best information available.

Sometimes the best media advocacy option

If you decide to simply answer the question,

is counterintuitive. For example, if someone

you still have a range of choices. Consider the

asked, “What do you do when a reporter asks

different responses to the question, “What

you a question?” most people would probably

does your organization do?”

say, “Answer it.” But the most obvious ■

response may not be the best. Consider the

caused by tobacco use.”

following options: ■ ■

The reporter’s question may not lead to

“Right now, we’re trying to help encour age local restaurants to go smokefree.”

the best information or to information in the best “frame” (more on framing

“We fight cancer and heart disease

■

later). You probably know more about

“We support the community’s efforts to reduce tobacco use by young people.”

the issue than the reporter does. If you’re asked a badly framed question (e.g., one that presumes tobacco control is a battle between smokers and non smokers), it may be strategic for you to

■

“We fight to counteract the damage done by tobacco companies as they try to addict a new generation of customers.”

suggest a different question and then answer that one instead (e.g., one that reframes the issue as a battle of smokers and nonsmokers against corporations that sell a lethal and addictive product). ■

You may not be the most strategic per son to answer the question. There may be someone else whose knowledge, skill, reputation, or personal experience makes that person a better choice to answer the question and a better mes senger for the information. The strategic choice may be to refer the reporter to this other source and explain why.

Even when you’re having a casual conversation with a reporter, you might be faced with a dozen or more questions, each of which produces its own range of strategic options.

■

254

Perhaps you don’t know the answer or

Whether deciding if you should stage a major

don’t know as much as you would like to

media event or answer a simple question from



a reporter, good media advocacy is always

specialists or experts can be hired or appoint-

driven by strategic thinking. Always keep your

ed to plan and execute the strategy for you.

eyes on your policy goal.

However, community-based social change can’t be contracted out or delegated; if the

Community Empowerment

community doesn’t want to change, change

The second important part of the definition of

won’t happen. When the community does

media advocacy is “community advocacy.”

want to change, media advocacy is a way that

True media advocacy does not exist without

community members can make the change

community advocacy. Many traditional media

happen themselves.

strategies are aimed at trying to change indi works with the community to change the envi

Media Advocacy in Action: the Art of Framing

ronment within which individual decisions are

Ask a group of tobacco control advocates

made. For example, instead of using the media

whether tobacco receives enough coverage in

to try to convince people that smoking is

the news media, and most will tell you that it

expensive and dangerous, one media advocacy

doesn’t. Ask that same group whether they’ve

approach would be to try to persuade building

ever seen any news stories about tobacco that

owners to ban tobacco use on their premises.

distorted the issue or otherwise didn’t help

vidual behaviors or beliefs. Media advocacy

advance tobacco control, and they will tell you Working with the community is an important part of a media advocacy approach. In many

that they’ve seen many such unproductive stories. One of the most common complaints

other parts of your counter-marketing program,

When issue advocates sit around a table to talk ‘message,’ they invariably rush to

hatching catchy slogans and clever sound bites. Or they concoct elaborate arguments

put forward by their adversaries. Good sound bites and slogans—and speeches,

policy solutions, meaningful statistics, arguments—all support and reinforce your

message, but they aren’t what communications experts mean by ‘message.’ To com

munications professionals, your message is your organizing theme. And no media

advocacy campaign can succeed without a powerful, coherent organizing theme, a

theme that is at the same time logically persuasive, morally authoritative, and capa

ble of evoking passion. A campaign message must speak at one and the same time to

the brain and the heart.

—

Ethel Klein, political scientist


255

Framing Example: Same Question, Different Answers Before you talk to a reporter, you should define your goal and how you hope to accomplish it. Do you want to generate publicity for your organization? Are you trying to advance a specific policy? Are you trying to focus media attention on the role of tobacco companies? Consider this common question: Why do teens smoke? Tobacco companies suggest that smoking is normative with this typical answer: “Peer pressure. Teens smoke because they want to fit in with their friends.” Through this response, the tobacco companies are trying to divert attention from their well-financed marketing programs and draw resources away from prevention programs that really do work. This question has many better answers. Each answer brings a slightly different focus to the problem or the solution. ■

Answer: Teens smoke because we make it easy for them to get cigarettes. Therefore, we need to keep cigarettes out of the hands of our children.

■

Focus: Youth access laws

■

Answer: Teens smoke because the tobacco industry needs them to replace dying older smokers. No one knows how to market to a target audience more effectively than this industry.

■

Focus: Industry behavior

■

Answer: Actually, teens aren’t smoking as much as they were several years ago. We’re doing a much better job of keeping teens away from tobacco.

■

Focus: The effectiveness of your tobacco control program

■

Answer: Not all teens are smoking more. African American teens, for example, smoke at a much lower rate than whites or Asians. We need to put our resources into the areas that need the most help.

■

Focus: Disparities

■

Answer: Teens experiment with a lot of things. They continue to smoke for the same reason that adults do—nicotine is highly addictive. We need to give teens the same kinds of cessation services that we give to adults.

■

Focus: Youth cessation

Even though the reporter is asking the questions, your answers have the power to influence the story and how it’s framed. By answering strategically, you can help increase the chances that they get the story right.

256



about the news media is that “they don’t get

who create news stories have to be selective

the story right.”

about what they include and what they leave

Getting the media interested in a story and

out of a news story.

helping to ensure that they get the story right

The advocate doesn’t make the decisions

are what framing is all about. These two facets

about what’s included within the frame of a

of framing are called “framing for access” and

story and what’s left out, but the advocate can

“framing for content.”

influence those decisions. In every interview,

Framing for access is what you do when you’re trying to get the media interested in your story. By gaining the attention of journalists, you gain access to the media. When you’re framing

meeting, and conversation with a journalist, the goal of the advocate is to frame the story so that it includes the needed information to pro mote the policy or environmental change goal.

for access, you “pitch” a newsworthy aspect of

When helping to frame or reframe a story for

your story that will make the reporters want to

content, always keep your overall strategy in

attend your event, interview your spokes

mind. (Review the answers to the five ques

person, and so on. Use the “Checklist to

tions listed earlier in the chapter.) Work con

Determine Newsworthiness” found in Chapter

stantly to frame stories in ways that help

8: Public Relations when selecting the best

advance your policy goal by delivering the

news angle for each story idea. Consider what

right message to the right target audience.

each reporter will be the most interested in

For example, if your goal is to strengthen the

covering. If you’re trying to educate the

enforcement of youth access laws, you might

community about secondhand smoke to lay

generate some interest by telling a reporter

the groundwork for clean indoor air policies,

that you have a story about youth smoking

and you’re approaching a reporter for the

rates in your community. You’ll have a better

newspaper’s business section, perhaps you can

story if you say that you know several

emphasize the economic costs that the restau

teenagers who can tell their personal stories

rant and bar owners incur when their employees

about how easy it is to buy tobacco in the

become ill from breathing secondhand smoke.

community. You’ll have a great story if you say

If you’re approaching a TV reporter who covers

that you know teens who are organizing to

family-related issues, emphasize the risks of

pressure merchants and law enforcement

secondhand smoke to family members, espe

agencies to do a better job of enforcing youth

cially children, who live with smokers. Once

access to tobacco laws.

you have access to the media, you shift to framing for content. When framing for con

Developing the Message

tent, you focus on the perspective of the story

All of the elements of your message—the con

and the information that you want to be con

tent, the tone, the messenger, and the medium

veyed. The reporters, editors, and producers

that delivers it—should be determined by your answers to the five strategic planning questions.


257

Effective Media Bites What makes a good media bite? By definition, media bites are short—10 to 15 seconds, or one or two sentences, or sometimes just a phrase. Good media bites can capture complex concepts in simple ways. They paint mental pictures. They evoke strong feelings. They are memorable or witty. But most important, good media bites help advance your strategy. Being quoted isn’t worth much if the quotes don’t help you accomplish your goals. Here’s one example of an effective media bite: “Smoking a ‘safer’ cigarette is like jumping out of the 10th story of a building instead of the 12th story.” This quote addresses the tobacco industry’s efforts to create products that seem relatively safe to consumers, such as low-tar cigarettes. This issue can be tricky for advocates because, at first glance, removing some of the harmful ingredients in cigarettes seems like a good idea. The following media bite is a clever way of conveying the idea that no matter what you do to a cigarette, it remains a lethal product: “Tobacco is the only consumer product that, when used as directed, kills the user.” One of the tobacco industry’s stock arguments is that tobacco is only one of many prod ucts (e.g., alcohol and fatty foods) that can be unhealthy. According to this argument, if public health advocates succeed in regulating tobacco use, it will only be a matter of time until they also regulate the use of these other products. The quote points to a crucial dis tinction: alcohol, fatty foods, and similar products kill when abused or consumed in excess, whereas tobacco products kill when used in their customary, intended way. You can brainstorm good media bites ahead of time to have them ready when you need them in an interview. Start by anticipating the questions that you might be asked. Then do some research. What have advocates said on this issue before? Modernize bites that have been used in the past by tying them to current developments. Try out different approaches and new ideas. Practice saying your answers out loud. Ask yourself two ques tions: (1) Would this response be likely to make the news? (2) Does this answer help advance my goal?

258



When developing your message, keep it short,

can adapt effectively to these changes. Once

simple, and direct. Plan as if your audience will

your messages have been developed, it’s import

only remember one thing from your media

ant to share them with your fellow advocates

advocacy intervention (think of it as the head

so that your message will penetrate the market.

line). Decide in advance what that one thing

It takes many different people saying the same

should be, and base your entire communica

thing to have an impact on policy makers.

tion around it.

Link your message to widely held cultural val

Whenever possible, use research techniques,

ues. Most Americans have a common core set

like opinion surveys and focus groups, to

of values, including concern for health, equali

develop and test your message. (See Chapter 3:

ty, fairness, protection of children, respect for

Gaining and Using Target Audience Insights for

science, intolerance of deception, and belief in

more information.) If you don’t have access to

the right to a safe and clean environment. You

these methods, talk to friends and relatives

don’t have to convince your audience that

who don’t work in the health field. Discuss

these are good things. You only need to show

the message with members of your target

them how these values relate to your message.

audience (e.g., friendly legislators) who can tell you what the message means to them and how it might influence their actions. Monitor the media to see how they treat the issue that your message addresses. (See the evaluation section of Chapter 8: Public Relations for details on tracking media coverage.) Monitoring the media will allow you to understand how your issue is being covered and which tobacco control and tobacco industry spokespeople reporters are contacting. Under standing how the media covers your issue is necessary to inform your message strategy. Different audiences may respond to different messages. Your message may (and probably will) have to change over time in response to a changing environment. If you keep your strategic plan in mind, you


259

Case Study: Giving the Target a Choice Tony Schwartz provided the paradigm of effective targeting. He made cassette tapes of the following

message and sent them to the members of the New York City Council’s Health Committee:

To the members of the Health Committee of the New York City Council. We’d like to have you listen to the following two commercials, and tell us which one you will give us the opportunity to run. We are People for a Smoke-Free Indoors. Here’s the first commercial. You know the people in the New York City Council have the power to do a lot of good or a lot of bad. Just a few Committee Members can see to it that a bill gets immediate attention by the whole City Council. Or they can bottle up a bill forever, keeping the City Council from acting on it. Well, the City Council Committee on Health just took an action that all New Yorkers can be proud of. They just voted the smoking pollution control law out of committee, giving the whole City Council a chance to act on it. Despite intense lobbying from very powerful cigarette companies, they took this action for the health of New Yorkers. And so, with real pride and admiration for what they’ve done for New Yorkers, we say thank you Chairman ___, thank you ___, thank you ___. Thank you all for caring enough about the health of New Yorkers to not give in to the special interests. People for a Smoke-Free Indoors, Inc., paid for this ad to show our appreciation. Here is the second ad. You know the people in the New York City Council have the power to do a lot of good or a lot of bad. Just a few Committee Members can see to it that a bill gets immediate attention by the whole City Council. Or they can bottle up a bill forever, keeping the City Council from acting on it. Well, the City Council Committee on Health just took an action that shows they care more about special interests than about the people of New York. They just voted down the smoking pollution control act, giving in to the powerful cigarette companies and preventing the City Council from acting for the health of all New Yorkers. If this makes you mad, write or call the Health Committee members and tell them how you feel. Tell ___, ___, ___. Tell them all that you don’t appreciate it when they show they care more about special interests than they do about the health of New Yorkers. And if you don’t tell them now, tell them next election day. Paid for by People for a Smoke-Free Indoors, Inc. So call me at ___, and tell me which one you’d like us to run. People for a Smoke-Free Indoors had already purchased the radio time to run one of these ads. The bill passed out of committee and was eventually approved by the full council. The first ad was aired.

260



A good message does three things: 1. States the concern (e.g., secondhand smoke is dangerous to nonsmokers) 2. Evokes a widely held value (e.g., it’s

prefers radio for precision targeting because it’s ubiquitous and inexpensive, and it accom panies many commuters to work. When the message is crafted well enough to reflect what’s already in the audience’s mind, radio is

unfair to impose health risks on non

especially effective in piercing the conscious

smokers while they’re trying to earn a

ness. As Schwartz points out, “People don’t

living or to enjoy public accommodations)

have earlids.”

3. Presents a solution (e.g., because non smokers have a right to breathe clean air in public places and at work, clean indoor air policies should be supported)

Targeting the Audience When you aim at the whole world, you often hit no one. Strategic use of the media includes knowing exactly whom you want to reach and how to reach them. All stations and publications that sell advertis ing know the demographics of their audiences. They base their programming on that informa tion and use it to sell advertising. You can use that information to communicate your mes sage to target audiences. Tobacco companies use it with precision to sell their deadly prod ucts. For the purposes of media advocacy, don’t think of the media as a way to broadcast to the whole world. Rather, think of the media as a way to “narrowcast” your message—to have a personal conversation with your specific

Evaluating Your Media Advocacy Efforts Changing tobacco policy through media advocacy can take a long time. It’s a complex process that requires balancing focus and flexibility. By evaluating your efforts, you can continue to improve how you work with reporters and become more effective in work ing with them, thus helping to advance social change. Evaluation can help you respond to the inquiries of various stakeholders. Your funders may want to know whether media advocacy is a worthwhile investment. Media advocates will want to know whether what they did was consistent with their plan and whether their actions produced the results that they wanted. Other media advocates may want to draw from the lessons that you’ve learned to become more effective themselves. Evaluation of your media advocacy efforts can help answer questions such as the following:

target. When narrowcasting is done well, it can function as “guerrilla media.” Tony Schwartz is one of the great masters of guerrilla media,

■

What happened?

■

Did you do what you intended?

■

Was your issue covered by a media

producer of some of the first and most power ful tobacco counter-marketing efforts, and the author of The Responsive Chord, which is a

channel that your target audience sees,

seminal contribution to media advocacy. He

reads, or listens to?


261

■

■

Was your story told in the way that you

breaking news. Many media advocates have

wanted; that is, did your frame the cov

used case studies to evaluate their efforts. Case

erage?

studies can provide in-depth examinations of

Were you able to build relationships with media gatekeepers so that you’re now a trusted source for them?

■

How did those who can effect change (e.g., policy makers) and their con stituencies react to the media advocacy effort?

■

how media coverage on a particular topic was framed and how community advocates were involved in the media advocacy initiatives. To conduct a process evaluation, you should focus mainly on documenting what you did, what the media did in response, and whether the message was framed in the way that you intended. You can use logs and other

Did your media work help you build

documentation to track your activities and to

community support for the overall policy

mea-sure whether you’ve achieved your

or program goal?

process objectives and followed your program plan. To document what the media have done,

■

What didn’t go well? What will you

change in the future?

How To Evaluate Your Media Advocacy Efforts You may want to review Chapter 5: Evaluating the Success of Your Counter-Marketing Program, which addresses the evaluation process in depth. Be pragmatic in developing your evaluation, and use an approach that’s geared to the intended use of the results. To do this, you’ll want to involve the intended users in shaping the evaluation from the start.

electronically search print sources that are also published on the Web) and record the TV and radio news coverage. Assess whether the stories have framed your issue in a way that advanced your policy goals. Try to understand why cer tain news releases or media calls generated better coverage than others. Review the cover age with colleagues, friends, and critics, and reflect on how the issue was framed. You can also hire media tracking services to compile the news stories and editorials that appeared dur ing a certain period of time and to categorize

Evaluating media advocacy will be somewhat

them by slant, placement, and other factors. In

different from evaluating other components of

addition, interview key parties, such as

a counter-marketing program. Measuring

reporters and policy makers. If you find that a

media coverage by counting column inches or

story didn’t capture the interest of reporters,

by calculating air time won’t tell you whether

ask them why. These discussions and inter

your efforts have helped to advance your poli

views can help you improve what you do.

cy goals. Moreover, each media advocacy effort is unique, influenced by circumstances and shifting to respond to unplanned events and

262

clip relevant articles from print sources (or


To conduct an outcome evaluation, the most important measures relate to changes in social


norms and policies, and the specific measures

reporters and your target audience, you’ll want

will depend on your media advocacy goal. For

to use the information to adjust your strategy.

a social norm change, you’ll want to survey the

Results may tell you, for example, that you

knowledge, attitudes, and behaviors of those

need to use different communication channels

among whom you hope to effect change. For a

because your information isn’t reaching your

policy change, you’ll want to track any actions

target audience. Or your review may show that

taken by the key parties to adopt relevant poli

you succeeded in accessing the media, but the

cies. Because these changes often take a long

information wasn’t framed in a way that would

time, you can also measure short-term out

advance your intended policy objectives. This

comes, such as whether public officials recite

finding may indicate that you need more prac

your key messages, facts, or survey results in

tice in defining and articulating your frame.

public forums.

Using evaluation in this way can help you stay focused, keep the message consistent, reach

Using Evaluation Results for Decision Making

your target audience, and impact policy to

Once you’ve analyzed the news coverage with

seek.

produce the environmental change that you

your colleagues and collected feedback from

Points To Remember The following is adapted from News for a Change: An Advocate’s Guide to Working With the Media (Wallack et al. 1999): ■

You can’t have a media advocacy strategy without an overall strategy. Think of media advocacy in

support of and in addition to other approaches, rather than instead of or in isolation from them.

■

If you want to be taken seriously as a credible source for reporters, you need to take the media

seriously. If you want to work effectively through the media, you’ll need to know the media. You

must pay attention to whether and how your issue is covered so that you can be more effective in

your own media efforts.

■

Understand the conventions and values that drive journalists. Journalists are professionals. Learn how they go about their business and use the common ground that you share to give them good, newsworthy stories while advancing your issues.

Continues


263

Points To Remember (cont.) ■

Pitch stories, not issues. Tobacco control has been around for a long time. You need to look for new ways to make your issues compelling to journalists and news consumers. Journalists think in terms of stories. Issues can be vague and bloodless; advocates need to make issues come alive by crafting stories.

■

Supply journalists with creative story elements that illustrate the policy solution that you support. These include good visuals, media bites, and “authentic voices” who can tell compelling personal sto ries. These elements will help you focus on your solution. The problem may be easier to talk about than the solution, but the solution is more important.

■

Make your news events count. Plan carefully. Make sure that the speakers, materials, and the setting all reinforce your key message. Know what you want to say, say it, repeat it in different ways, and have others say it.

■

An interview is not a conversation. Think of interviews as potential vehicles to get your message out. Stick to your agenda, not the reporter’s. Don’t get lulled into casual thinking. Be purposeful and make your point.

■

Use the opinion pages to reach policy makers and opinion leaders. An editorial page strategy, including op-ed columns, should be part of your media advocacy efforts. It can be more effective than some news events in reaching the people who can make a difference to your issue.

■

Consider all kinds of media in your strategy. Paid TV and radio advertising, as well as alternative media outlets, all have unique uses and can be effective in advancing your goals. Be sure that you know why a particular media outlet or approach is right for you now. Whatever media you choose, reuse the news: Send copies of articles, op-ed pieces, and letters to the editor to supporters and policy makers (know that all of the policy makers keep clipping files of your issue).

■

Use evaluation to refine your media advocacy strategy and to improve your effectiveness. Despite your best planning and most rigorous efforts, your approaches will not always work. Take setbacks as a challenge: rethink your strategies, try different messages or messengers, but don’t give up.

The following Web site provides a comprehensive set of tobacco activism resources that you may find helpful when developing your program: http://www.tobacco.org/Resources/lbguide.html.

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Bibliography ASSIST, Site Trainers Network. Advanced Media Advocacy Module Trainer’s Manual. Rockville, MD: National Cancer Institute, 1998. Chapman S, Lupton D. The Fight for Public Health: Principles and Practice of Media Advocacy. London: BMJ Publishing Group, 1994. Health Promotion Resource Center, Stanford Center for Research in Disease Prevention. Shaping Policy through Appropriate Communication Channels. Palo Alto, CA: Stanford University School of Medicine, 1973. Jernigan DH, Wright PA. Media advocacy: lessons from community experiences. Journal of Public Health Policy 1996;17(3):306–330. Minnesota Department of Health,, Tobacco Prevention and Control Section. Minnesota Youth Tobacco Prevention Initiative: , Communication Planning Resource Kit. St. Paul, MN: Minnesota Department of Health, Tobacco Prevention and Control Section, 2000. Patton MQ. Utilization-Focused Evaluation. The New Century Text. 3rd ed., Edition 3. Thousand Oaks, CA: Sage Publications, 1997. Pertschuk M, Wilbur P. Media Advocacy: Reframing Public Debate. Washington, DC: The Benton Foundation, 1991. Schwartz T. The Responsive Chord. Garden City, NY: Anchor Books, 1973. Wallack L, Dorman L, Jernigan D, Themba M. Media Advocacy and Public Health: Power for Prevention. Thousand Oaks, CA: Sage Publications, 1993. Wallack L, Woodruff K, Dorman L, Diaz I. News for a Change: An Advocate’s Guide to Working With the Media. Thousand Oaks, CA: Sage Publications, 1999. Wilbur P, Stewart K. Strategic Media Advocacy for Enforcement of Underage Drinking Laws. Bethesda, MD: U.S. Department of Justice, 1999.


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Chapter 10

Grassroots Marketing

We never said ‘don’t smoke.’ Teens aren’t looking for more preaching; they’re looking for the opposite, actually— a chance to be independent and rebellious. So that’s what Students Working Against Tobacco was all about. We didn’t preach to our friends. We got a bunch of kids together to make a statement to the tobacco industry—to rebel against them. — Jared Perez, founding marketing director

Florida’s Students Working Against Tobacco

In This Chapter

• Getting People Involved • Helping Those Involved To Become More Engaged • Using Community Partners To Reach Your Audience • Evaluating Your Grassroots Marketing Efforts

Grassroots marketing encourages people to participate in your countermarketing program. It gets new people involved, increases the involvement of those already reached by your campaign, and employs those already engaged to increase your target audience’s exposure to key messages or services. A collection of tactics falls under the heading of grassroots marketing: events, community organizing, partnerships, and some forms of “permission mar keting” (offering benefits to audience members in exchange for permission to continue marketing to them). What brings them together is their purpose: they’re all about establishing and using participation. (For information on grassroots efforts for policy change, see Chapter 9: Media Advocacy.) Involving people isn’t easy, but it can help you significantly in achieving your goal of decreasing tobacco use or exposure to secondhand smoke. People involved in antitobacco activities are less likely to smoke or chew tobacco themselves and are more likely to urge their friends or family members to quit. Through grassroots marketing, you can build community support for your cause—which is critical to every part of your effort—and you can use Chapter 10: Grassroots Marketing

267

community partners to carry messages to your

treated as partners in creating an advocacy

target audience, enhancing exposure (how

activity, the activity may not be as polished as

many people get the message), relevance

one that’s organized entirely by professionals.

(whether they care about it), and, in certain

However, being part of the decision making

cases, credibility (whether they believe it). For

draws the people involved deeper into the

example, a father might care more about what

issue. They emerge more committed and more

his wife says (“The smoke in restaurants

credible on the issue to other community

bothers our son. I’m going to a rally for smoke-

members, not because they know every mes

free restaurants. Want to come?”) than what he

sage verbatim, but because they believe in what

hears on television (“Secondhand smoke is

they’re saying. This doesn’t mean that you want

harmful to children”). The key is to remember

them to be off strategy, saying or doing things

that different people offer credibility on differ

that aren’t in line with your central messages or

ent topics for different audiences. For example,

goals. The constant challenge for the manager

you may trust your doctor for health information,

of a grassroots marketing program is to find the

but you’d turn to a mechanic for information

right balance between choices and control.

on car repair.

This chapter describes some of the tactics that

Keep in mind that community partners aren’t

successful counter-marketing campaigns have

commercial spokespeople. They’re not under

used to address the following three goals of

your control, and they don’t always follow the

grassroots marketing:

script. However, grassroots activities work best when community participants are treated as partners, at least to some extent. The freedom

1. Getting people involved 2. Helping those involved to become

to make choices is part of what makes an activ

more engaged

ity powerful for the participant. A clear example is when grassroots marketing is tied to media

3. Using partners to extend the reach and frequency of your messages

advocacy. When community members are

What Grassroots Marketing Can and Can’t Do Can

268

Can’t

■

Involve people

■

Substitute for strategy

■

Create interpersonal exposure to a message

■

Be tightly controlled

■

Expose a broad audience to a very specific message

■

Channel some feedback

■

Build community support

Chapter 10: Grassroots Marketing


is to change the social norms around tobacco

Keys to Involvement

use, you may want to include policy makers

■

Decide whom you want to involve.

with influence over smokefree restaurant ordi

■

Offer them something that they want.

nances as one of your target audiences.

■

Make it easy for them to participate.

The audience(s) you select will help determine the character of the tactic that you use.

Getting People Involved

Offering recognition may draw involvement

What’s true about marketing in general is also

from policy makers; a contest may interest

true about grassroots marketing: If you want

young children. Be creative: You may want to

people to get involved, you need to offer them

invent something new, but you don’t have to

something that they want. You will also need

start from scratch. Here are tactics that some

to make it easy for them to participate. To use

counter-marketing campaigns have used and

commercial marketing terms, you will need to

that others have replicated.

offer potential participants high value at low cost. Tobacco counter-marketing pro grams have gotten people involved by offering benefits like glamour, recognition, and—quite simply—fun. Programs hold activities when and where people can easily attend. This may mean scheduling an activity after work or school and in the target audi ence’s neighborhood or, better yet, holding an activity at another event that is already drawing the kind of people that you want. Start with identifying the audience that you

Recognition events. Some of the most impor

want to reach: Is it young children? Policy

tant people to recruit in a counter-marketing

makers? Hispanic parents? Women? The

campaign are those with a lot of influence

answer will depend on your overall program

over potential and current smokers. These

goal and specific grassroots goal. If your pro

“influentials” may be role models or people

gram goal is to reduce exposure to second

in a position to control widely distributed

hand smoke and your specific grassroots goal

tobacco-related images, such as entertainers,


269

reporters, and publishers. Recognition events

California, does just that to teach media litera

are one way to earn the attention of such influ

cy, piggybacking on the Emmy Awards to illus

entials in the news media and the entertain

trate how tobacco is glamorized and normalized

ment industry. By honoring people who do the

on TV. The American Lung Association’s

right thing (portray tobacco honestly) or by

Flemmy Awards are presented each year to TV

exposing people who do the wrong thing

shows that inaccurately depict tobacco. This

(glamorize tobacco), you can offer a benefit

event draws considerable media attention and

that many in-fluentials seek—positive publici

highlights a message about how smoking isn’t

ty. For example, California presents its

as glamorous or as common in real life as it is

“Thumbs Up! Thumbs Down!” awards for

depicted on TV.

tobacco use in movies, and the National Institute on Drug Abuse presents its PRISM awards for the accurate portrayal of drug, alco hol, and tobacco use in entertainment. These types of events might help you recruit influen tials to be part of a campaign.

better tobacco policies, such as restrictions on smoking, are not only valuable tools for chang ing policies, but also a way to get more people involved in tobacco control. Among other advocacy activities, tobacco control advocates

Glamour events. Building excitement is one

have urged restaurants and bars to go smoke-

way to attract people. You can piggyback on

free, pleaded with magazines to refuse tobacco

news events to make your campaign seem

advertising, and campaigned to limit tobacco

current and important or invite celebrities to

advertising in stores. States can also piggyback

participate. The key is to make sure that you

on national advocacy events, such as the Camp

stay focused on one of your messages. The

aign for Tobacco-Free Kids’ “Kick Butts Day.”

American Lung Association in Sacramento,

270

Advocacy events. Activities that advocate for



Activities within events. Drawing a crowd—

related issues. The Montana “Most of Us”

or the media—is no easy task. Sometimes,

project relied on grassroots marketing activi

instead of trying to create an event, programs

ties to enhance and broaden the reach of its

piggyback on existing events. Activities can

media campaign. Students in a high school

range from setting up a booth at an ethnic fes

math class conducted a school survey on

tival to distributing materials at a rock concert.

tobacco use, demonstrating for themselves the

Florida’s “truth” campaign sent its “truth truck”

campaign’s message that the majority of teens

to rock concerts sponsored by tobacco brands

don’t use tobacco. Another example from Contra

to offer a needed counterpoint and to recruit

Costa County, California, involved coalition

youth volunteers. The “truth” campaign also

members who conducted informal opinion

set up booths at concerts to collect signatures

polls, surveying community members about

petitioning Hollywood stars for more accurate

their dining preferences (i.e., smoking or non

portrayals of tobacco. California distributed its

smoking section), as a way to personalize atti

“Gold Card,” which was designed to look like a

tudes and convey them to local officials during

gold credit card and contained the state’s quit-

hearings on smokefree restaurant ordinances.

line number on it, at numerous events. People placed the cards in their wallets and, therefore, had the quitline number available when they needed it. The Gold Card is now the fourthranked source of calls to the quitline.

Contests. A prize is one of the most common benefits offered in exchange for involvement. Poster contests often are used to encourage young people, typically those in middle school and younger, to think about the downside to

Research activities. Hearing about something

tobacco use. Unfortunately, young people

is one thing; learning about it is another. Some

often are asked to create these messages in a

tobacco control programs create community

vacuum: they have no information about what

activities in which people collect data about

kinds of messages might work. Messages

their own environment—and become more

developed without the benefit of research are

aware of what’s around them as a result.

less likely to be effective. Using these messages

California’s Operation Storefront, for example,

in a campaign (e.g., by buying space on local

recruited local youth to collect information

billboards) is risky. The most effective contests

about the amount and type of point-of

are those that stick to your strategy. In Florida’s

purchase advertising done in grocery and

teen-oriented “truth” campaign, the program

convenience stores. Then the youth publicized

emphasized its messages about industry

the results. Although youth might not gather

manipulation by creating a contest that asked

information that is as reliable as what can be

teens what they might say to a tobacco execu

gathered by evaluation professionals, the com

tive. The teen who submitted the winning

munity involvement and subsequent publicity

answer received an award from Music

can help engage more people in tobacco-

Television (MTV).


271

managed by a government health department that can’t lobby for policy changes. At some point, people in a community need to press for change or it won’t happen, which is why community programs are included as a critical component in the Centers for Disease Control and Prevention’s Best Practices for Comprehensive Tobacco Control Programs (CDC 1999). Different people will be interested in different levels of involvement. You should try to accommodate as many levels of involvement as possible, then “sell up”—encourage them to become more involved over time. In market Using specialties and giveaways. Grassroots

ing, this relationship is sometimes called

activities often lend themselves to advertising

“permission marketing”: You offer benefits to

specialties and giveaways, such as pens, T-

audience members in exchange for permission

shirts, and stickers. If you plan to use these

to continue marketing to them. The goal is not

types of materials, first make sure that they fit

to make a single “sale,” but to develop a

with your strategy (e.g., California distributed

longer-term relationship that will involve

Gold Cards to promote its quitline). Second,

many “sales” or interactions over a lifetime.

don’t let each community or group create their

For example, sometimes marketers send useful

own materials. To maintain a consistent

information by e-mail in exchange for

message and to create efficiencies of scale,

information about your purchase preferences,

you’ll want to produce the materials centrally

then follow up with an offer to sell you some

and then distribute them to your partners for

thing customized to your needs. The difference

dissemination.

with tobacco control advocacy is that you’re not selling a product; rather, you’re “selling”

Helping Those Involved To Become More Engaged

the idea of actively supporting the program.

Successful events are good ways to involve

several general levels of engagement:

people initially, but you’ll make a bigger impact if you become a more regular part of their lives. You’ll want some people to

■

Sampler. The lowest level of engagement is when people agree to participate in one activity based on the benefits of that

become truly engaged in your campaign—to

activity. One example is a child who will

feel a part of it. This is critical if one of your

participate in a poster contest because

goals is policy change. A tobacco control

he likes to draw. He may not have

program can go only so far, especially if it’s 272

Grassroots counter-marketing campaigns have



■

bought into the larger antitobacco

There are many reasons to have people

effort.

engaged in your program and many ways that

Ally. An Ally is someone who agrees with your overall goals and will be part of an activity if it seems interesting, fun, or important.

■

they can make a difference. Once people get involved, you’ll face issues related to organizing, effective advocacy tactics, and governance. Although those are important issues for the program at large, this chapter will only address

Believer. A Believer wants to help your

the most salient marketing issue: How do you

cause and is probably thinking of ways

entice people to become more and more

to involve others. Believers will partici

involved?

pate in almost any activity that they think will further the goals of the effort.

This question has been around for a long time. Active, organized grassroots support for tobac co control is often limited to the public health com munity. However, it doesn’t have to be. Successful tobacco control pro grams have enlisted wide support on occasion by appealing to various groups, such as women’s organizations, organiza tions that represent other specific populations, and, most notably, youth. Five of the most common

Believers are obviously valuable, but not every

ways that programs have engaged people in

body you reach can be a Believer. Few people

their effort on an ongoing basis are:

are committed tobacco control advocates the first time that they hear about the issue. People change their opinions and level of commit ment gradually. Programs attract Samplers, whom they try to convert to Allies. Some of those Allies eventually become Believers. Just a handful of those that you recruit are likely to become Believers.

1. Community coalitions. Community

members guide boards that may issue

grants, implement community activities,

or author community planning docu

ments.

2. Advocacy group. Members and their

supporters engage in statewide and

community tobacco control activities.


273

3. Internet communities. A group of

2. Show your partners that they will be

tobacco advocates can network and

doing meaningful work. If people think

share ideas through a Web site or an

that they’re contributing to something

e-mail list (listserv).

they believe will make a difference,

4. Professional groups. Such groups engage or target influential profession als, such as scriptwriters or physicians, to change how their professional group deals with tobacco. 5. Partnerships. The tobacco control

they’re more likely to stay involved. This means that you need to allow for their contributions. Your participants need to be treated as partners who can help mold the effort, rather than servants simply being asked to undertake some tasks. Once you engage them, you’ll also

program creates an ongoing relationship

need to show them often that they’re

with another organization that may sup

making important progress toward the

port tobacco control, or some aspect of

goal. Your positive feedback will help to

it, but may not have tobacco control as

keep them motivated to do sometimes

one of its main goals. The program also

difficult and time-consuming work.

engages the organization’s members in furthering tobacco control goals.

3. Make it easy. Try to minimize the barri ers to getting involved, such as long or

There are almost as many ways to create these

numerous meetings. Focus on what

relationships as there are established groups. A

people want to do, not just on what you

lot will depend on where you’re starting. Does

need them to do. Also, find out more

a group already exist? Is the group well posi

about them—their strengths, experi

tioned to broaden its numbers? What kind of

ences, and interests—to make the best

presence does the government agency over

match with the work to be done. For

seeing the tobacco control program already

example, the former Coalition for a

have at the community level? Regardless of

Healthy and Responsible Georgia

where you start, those with experience in

(CHARGe) devoted 15 to 20 minutes

grassroots marketing say that three principles

during each of its coalition meetings to

should be followed in nearly every case:

writing letters to legislators, newspaper editors, and other influentials to educate

1. Be clear about the purpose of the rela tionship. People will want to know where they fit with the overall goals of the program. The clearer that you are about the role you need them to play, the more informed they will be about whether they want to play that role.

274


them about the tobacco settlement issue. They provided all of the necessary templates and materials, including preaddressed, postage-paid envelopes, so that it would be as easy as possible for coalition members to take action.


Using Community Partners To Reach Your Audience

However, recall that using community partners

Leveraging the interest and enthusiasm of

some control over the message and how it’s

community partners (which may include

presented. This can be minimized through

people at both the Ally and Believer levels of

training, but will always be a consideration.

commitment) is an inexpensive way to boost

You are relying on your partners’ credibility,

the reach and frequency of your messages. But

not just your own. This can be positive. For

remember that the people you want to change

example, some people will believe the

are probably not the same people who will be

American Cancer Society more than they’ll

involved in your program. Youth smokers, for

believe the state health department. However,

example, are typically not joiners: They don’t

it also raises difficult issues. For example,

want to be part of an antitobacco group or any

youth who become antitobacco advocates

organized group. So although your partners

aren’t always the trendsetters in school. What if

aren’t necessarily the people that you’re trying

a teen who’s widely regarded by his peers as

to reach, they should be people who can talk

“uncool” or a “goody two-shoes” is the main

to your audience—both directly and through

spokesperson in his school saying smoking

the attention that their events attract—without

isn’t cool? The message may lack credibility.

turning them off.

This is another reason that balancing the

is not the same as paid advertising. You lose

desires of your grassroots advocates with the

Case Study: Reaching Georgia Legislators To encourage more legislators to support the allocation of tobacco settlement funds to tobacco control, the former Coalition for a Healthy and Responsible Georgia (CHARGe) organized and executed several efforts to involve advocates and community members at a grassroots level. First, they held community forums to educate individuals at the local level about the importance of allocating one-third of tobacco settlement dollars to tobacco prevention and control efforts. At those educational forums, they provided participants with sample letters to the editor, sample letters to legislators, fact sheets, talking points, and other materials to make it easy for participants to take action. A few months later, the American Cancer Society, the American Heart Association, and the American Lung Association, in partnership with the Fletcher Martin Ewing ad agency, developed a trifold brochure that summarized for local advocates the key benefits of allocating settlement funds to tobacco prevention and control, and included a tear-card that advocates could send to their local legislators about the issue. In addition, CHARGe and the Georgia Health Department’s Tobacco Use Prevention Program developed a companion brochure that educated Georgians on the burden of tobacco in Georgia. (For more information, see Appendix 10.1: Georgia Burden of Tobacco Brochure.)


275

goals of your program is so important. In the

When using partners as a dissemination chan

example above, this teen could be steered into

nel, a program manager also must match the

activities where he could be the most effec

right message with the right partner. Again,

tive—perhaps making a presentation to the

partners should only disseminate messages

school board instead of lecturing his peers.

that will seem credible coming from them.

The main guideline here is that you must con sider how your audience views your partners. Your partners may have credibility with your audience on some issues, but not on others. In Florida, teachers were encouraged to present media literacy modules that help teens decon struct advertising. However, teachers were asked not to distribute any “truth”-branded materials because this antitobacco brand was supposed to be young and rebellious. It would have been much cheaper to promote the

Police, for example, may be good messengers on issues of law (such as enforcing smokefree restaurant policies or laws on youth access to tobacco), but less credible with youth on the practices of other youth. (“How would a police officer know how many of us smoke?” a teen might wonder. “Who is going to tell him?”) This is true, regardless of whether the partner actually is an authority on the subject. The key question is whether the audience perceives him or her as an authority.

“truth” brand through the schools than through

Partners can use dozens of tactics to dissemi

TV and events, but Florida passed up this cost-

nate messages. Four of the most common

effective dissemination channel because it

tactics are:

lacked the right kind of credibility to reposition tobacco control as hip and young. The choices aren’t always clear. Florida went so far as to brand its youth advocacy group as “Students Working Against Tobacco” (SWAT), in stead of the much more widely recognized “truth.” This was a way to put distance between the state’s real youth advocates (who may or

1. Media events. Partners often hold media events that, while not explicitly targeting potential tobacco users, are designed to send them a message. Many of the antiindustry events are staged with this in mind. Few partners expect the industry to change, but anti-industry events can highlight a message to smokers that the industry is trying to manipulate them.

may not be seen by their peers as cool) and the state’s hip, advertising-driven antitobacco brand. On the other hand, Minnesota branded both its teen advertising and its youth advocacy group as Target Market (TM), to invest more marketing muscle in creating activism and to save the cost of creating two brands. Both states have had documented success.

2. Counter-advertising. Community groups rarely have enough money to buy a significant amount of media space or time. Sometimes they can develop a partnership with a local TV station or newspaper to place antitobacco adver tising at low or no cost. It is also possible to develop a partnership with a radio disc jockey who is willing to read live

276



announcer radio ads, at no cost to

they could inadvertently promote mes

the program.

sages that may undermine your effort. (If your strategy is to make not smoking

3. Speaking. Partners can be very credible

rebellious, it would probably be coun

spokespeople when addressing commu nity groups or their peers (especially

terproductive to warn teens that youth

younger peers). Several states have cre

caught smoking will be punished.) Help

ated programs where high school-age

them understand what you’re trying to

antitobacco advocates speak to students

achieve (goal, key audiences, and mes

in elementary or middle schools. In

sage strategies) and the important role

Contra Costa County, California, coali

that you want them to play. Give them

tion members persuasively presented

as much information as they need or

qualitative research findings regarding

want to do a good job and to sense the

community members’ preferences for

urgency of the issue.

smokefree restaurants to local officials during hearings regarding smokefree

■

Keep your partners in the loop. When you surprise your partners, you run the

restaurant ordinances.

risk of lost opportunities as well as hurt 4. Advocacy. As mentioned previously,

feelings. You probably don’t know all of

advocacy activities can serve a number

the ways that your partners could assist

of purposes beyond a change in policy.

you in your marketing effort. By keeping

One is positioning the issue with the

them in the loop, you can be apprised of

target audience. Advocating for smoke-

opportunities to leverage your investment.

free restaurants, for example, is a way to disseminate messages about secondhand

■

Match the right message with the right

tobacco smoke. For example, SmokeLess

partner. As mentioned, no one is credible

States Coalitions throughout the country

with every audience on every subject.

initiated a “tobacco tax challenge” to the

Encourage your partners to focus on the

state governors, challenging them to

messages that they’re in the best position

help save lives (and increase state funds)

to deliver. They don’t simply need to be

by raising their tobacco taxes.

able to reach the audience efficiently— they also need to be effective in what

What makes a dissemination effort by your

they say and how they say it. That

partners effective? Program managers suggest

means that they need to convey mes

several guidelines for making it work: ■

Involve your partners early. People who agree with your goal may not support your campaign if they feel like outsiders.

sages on which they are credible. ■

Provide training. If you want your part ners to be on message, you will have to train them as spokespeople for your

If they don’t understand your strategy,


277

campaign. Provide talking points and

■

Did you reach your target audience,

tips on how to talk to reporters, and let

and did audience members find your

them practice if you can.

approach to be beneficial, fun, accessi ble, and convenient?

Evaluating Your Grassroots Marketing Efforts To maximize the effectiveness of your grassroots marketing efforts, you’ll need to evaluate

■

Did you reach a broad range of commu nity partners? Were the partners credible to audience members and willing to de liver the antitobacco message to them?

what you’re doing. Evaluation will not only ■

What tactics were most effec tive in reaching these part ners? What tactics did part ners use for disseminating antitobacco messages, and how effective were they in reaching the target audience?

■

Did your effort help increase the audience’s level of com mitmentor involvement?

■

How can you use the results of the evaluation to improve your grassroots approach?

help you report to stakeholders about what insight about how to improve your approach.

How to Evaluate Your Grassroots Marketing Efforts

Adjusting your approach based on evaluation

You may want to review Chapter 5: Evaluating

results can help you get more types of people


involved and deepen their commitment

Program, which addresses the evaluation

and involvement.

process in depth. Be pragmatic in developing

you’re doing, but it will also give you valuable

Evaluation can help you answer questions such as the following:

your evaluation, and use an approach based on how the results will be used. Once you have determined whom the evaluation is for and

■

■

How is the funding for grassroots

what information they will need, you can

marketing being used?

develop the best questions to find out what

Was your approach implemented as planned?

278


you need to know, determine how to get the answers to those questions, and then provide the information to those who need it in a way


that they can use. To do this, you’ll want to involve

Short surveys administered before the grassroots

those intended users in shaping the evaluation from

activity takes place (presurvey or baseline survey)

the start. At a minimum, you’ll want to assess both

and after it concludes (postsurvey) can determine

your process (process evaluation) and the outcome of

participants’ increased commitment to the issue and

your efforts (outcome evaluation). To conduct a

their intention to become more involved in the cam

process evaluation, you can use implementation logs

paign. You could also follow up with a representative

to

sample of the participants to see whether they have

systematically monitor and track what you’re doing

become more involved or committed.

and to assess whether you’re meeting your process objectives. If your plan designates that certain tactics will be used to reach a certain number of targeted partners, an outreach log can be used to document how many people were reached in an outreach activi ty and what tactics were used. Data across outreach events can be summarized to measure your progress in meeting these process objectives.

Another outcome you’ll want to achieve is making the Allies and Believers credible spokespeople. You can measure this through surveys among individuals aware of the grassroots work. For example, you can ask them whether they heard a speech by a representative of the organization (e.g., SWAT) or whether they talked with a member of the organization. Then you can ask them about their impressions of these Allies and

To conduct an outcome evaluation, you’ll need to

Believers, what they learned from them, and other

determine what realistic outcomes you hope to

questions that would provide useful information.

achieve. Once again, these outcomes should be Although the monitoring and tracking system can

Using Evaluation Results for Decision Making

help you to determine whether you reached the

If your evaluation results indicate that certain partners

expected number of targeted partners and what tac

are more effective than others, this may tell you some

tics were most effective in recruiting them, it won’t tell

thing about their credibility and help you decide which

you how your intervention affected these participants.

ones to work with in the future. If the results show that

linked directly to your program’s goals and objectives.

One outcome you’ll probably want to achieve is an increase in the targeted partners’ involvement in, and commitment to, the counter-marketing program. To learn whether this occurred, you must develop and use valid and reliable measures of commitment and involvement. For example, if you hope that your efforts will move a certain percentage of partners from being Allies to Believers, you’ll need to clearly define what constitutes an Ally and a Believer. These definitions then should be used to accurately assess whether audience members have made this change.

certain tactics or messages were more effective than others in involving the target audience or that they were more appealing to Allies than Believers, this infor mation can help you better plan how to involve people initially and increase participants’ involvement. After each round of grassroots activities, you’ll see what worked and what didn’t so that your next opportunity will be more fruitful. By evaluating your efforts regular ly, you’ll learn more about how to engage your partners and target audience, how to solicit their initial involve ment in the counter-marketing program, and how to increase their commitment.


279

Points To Remember In grassroots marketing, the bottom line is engagement. You’re not just persuading people, you’re getting them involved. This activity can be much more challenging than airing advertising or staging a press event. You’re working with volunteers, not paid contractors, so they can bow out if they’re not feeling motivated, rewarded, or satisfied. However, the potential benefits are enormous. An ad may run for several months, but true Believers are around for a long time.

Bibliography Centers for Disease Control and Prevention. Best Practices for Comprehensive Tobacco Control Programs– August 1999. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, August 1999. Reprinted with corrections. Godin S. Permission Marketing: Turning Strangers into Friends, and Friends into Customers. New York, NY: Simon and Schuster, 1999. Hall GE, Hord SM. Implementing Change: Patterns, Principles, and Potholes. Boston, MA: Allyn and Bacon, 2001. McKenzie-Mohr D, Smith W. Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing. Gabriola Island, BC, Canada: New Society Publishers, 1999.

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Chapter 11

Media Literacy

Media literacy is like the dog in “The Wizard of Oz” who pulls back the curtain to reveal the man behind the Wizard image. — Frank Baker, media literacy expert

Media literacy helps people ask questions about what they watch, see, hear, and read. It helps them critically assess how the mass media normalize, glam orize, and create role models for unhealthy lifestyles and behaviors, such as

In This Chapter

• Media Literacy and Youth • Essential Ingredients of Media Literacy • How Media Literacy Complements Counter-Marketing • Implementing a Media Literacy Program

smoking. Media literacy involves examining the techniques, technologies, and institutions involved in media production; critically analyzing media messages; and recognizing the role that audiences play in attaching a mean ing to those messages. The idea behind media literacy is that teaching people

• Evaluating Your Efforts • Resources

to recognize how a message tries to influence them will lessen the impact of that message. On a broader level, media literacy can be viewed as a form of protection or “inoculation” against unhealthy behaviors shown in the media. This chapter gives an overview of media literacy and how it fits into a counter-marketing campaign. An extensive resources section at the end of this chapter lists media literacy curricula and other planning aids.

Media Literacy and Youth Although some media literacy efforts target adults, most focus on young people and teens—and with good reason. Consider the following data: ■

Adolescents spend 24 hours per week watching television—twice as much time as they spend in school over the course of one year (Kaiser Family Foundation 1999; Strasburger et al. 2000).

Chapter 11: Media Literacy

281

■

Thirty-seven percent of children ages 6

■

to 11 and 55.8 percent of teens ages 12

that as many young children recognized

to 17 have TV sets in their bedrooms

Joe Camel as they did Mickey Mouse

(Kaiser Family Foundation 1999;

(Fischer et al. 1991).

Strasburger et al. 2000). ■ ■

■

A landmark study in the 1980s showed

Camel’s market share among underage

Eighty-two percent of adolescents use

smokers rose from 0.5 percent to 32.8

the Internet (Kaiser Family Foundation

percent after the Joe Camel campaign

1999; Strasburger et al. 2000).

was introduced (DiFranza et al. 1991).

Adolescents listen to about 40 hours of popular music per week (Kaiser Family Foundation 1999; Strasburger et al. 2000).

■

Studies show that many parents don’t see their children’s media habits as a cause for concern.

Youth love learning about media. Their culture

Consequently, media literacy has developed a

and much of their identities are immersed in

large following among U.S. educators and

media. Teaching media literacy is an excellent

health educators interested in youth. All 50

way to attract their attention and to build their

states have some requirement for media

interest in health and smoking issues.

literacy in their education standards (see http://www.med.sc.edu:1081/statelit.htm).

Couple these facts with the tobacco industry’s advertising and marketing practices: ■

In 2000, the industry spent $9.57 billion to advertise and market tobacco prod ucts (Federal Trade Commission 2002).

■

282

Furthermore, many tested curricula are avail able to teach about media literacy on tobacco and alcohol use. Media literacy programs have shown some success. For example, research shows that

Although no cigarette advertising

media literacy programs addressing alcohol

appears on TV and radio, tobacco

ads can help children become more informed;

images are pervasive. They appear in

can diminish the perception that “everybody”

movies, on clothing, at sporting events,

is using alcohol; can encourage children to be

and in other places. One study from

more critical of the alcohol industry’s advertis

Dartmouth College and Dartmouth

ing techniques; and can reduce intentions to

Medical School showed that smoking in

use alcohol over the short term (Austin 1997;

movies is linked to adolescents trying

Slater 1996). The programs may even help to

their first cigarette (Sargent et al. 2001).

improve long-term cognitive resistance to



What Media Literacy Can and Can’t Do Can ■

Help change attitudes

■

Teach people to recog

Can’t ■

behavior in the absence

of other program ele

nize how messages are

ments

designed to influence

them

■

■

Replace classes or pro

grams that explain

Contribute to changing

tobacco’s impact on

long-term behavior

alcohol ads (Slater 1996). Qualitative research

Change long-term

health

■

Raising awareness about how media

and the experiences of media literacy experts

techniques (such as the use of color,

indicate that, if executed well, these programs

sound, editing, or symbolism) influence

can change people’s knowledge, attitudes,

people’s beliefs, attitudes, and behaviors

and/or behaviors. ■

Essential Ingredients of Media Literacy Media literacy has four main concepts. All media:

Producing messages using different

forms of media

Media literacy has four stages: 1. The first stage is becoming aware of why it’s important to manage the amount of time

■

Are constructed

■

Have codes and conventions

■

Convey value messages

■

Have financial interests

Media literacy includes these activities: ■

Critically analyzing media messages

■

Evaluating the source of information

■

Discussing issues of bias and credibility

spent with TV, videos, electronic games, the Internet, films, and various print media. 2. The second stage is learning specific skills of critical viewing, such as analyzing and questioning what’s in the “frame” (the perspective brought to the subject), how it’s constructed, and what may have been left out. 3. The third stage is exploring deeper issues of who produces the media we experience and why. Questions to explore include: Who profits? Who loses? Who decides?


283

Key Questions in Analyzing Media Messages ■

What story is being told?

■

From whose perspective is it presented?

■

How is it captured?

■

How is it edited?

■

What type of music is used?

■

Whose voice do we hear?

■

What is the message?

■

Who created the message and why are they sending it?

■

Who is speaking?

■

Whose viewpoint is not heard?

■

Which lifestyles, values, and points of view are represented in the message?

■

Who owns the medium?

■

What is our role as spectators?

4. The fourth stage is creating and producing one’s own media messages to counter the

people to analyze and to decipher tobacco

intended message. For example, a cigarette

industry marketing efforts and also increases

ad could be recast to reflect tobacco’s

the effectiveness of counter-marketing efforts.

effects on health; the ad could then be used against the industry. At this stage, the par ticipant’s role is that of an advocate.

How Media Literacy Complements Counter-Marketing Media literacy programs can complement and reinforce a state’s counter-marketing program. Educating people about advertisers’ motives and about the techniques that advertisers use

284

to influence attitudes and behaviors helps


Media literacy programs are easy to integrate with other counter-marketing components. For example, most media literacy programs include a module in which youth develop messages in response to industry marketing. This part of the program can be promoted through public relations and incorporated into grassroots efforts to educate the entire target audience about how the tobacco industry has tried to influence youth.


Although media literacy programs can be an

tobacco control advocates of the power of

effective component within any counter-

media literacy is to invite them to attend a

marketing effort, they’re most likely to be

media literacy session or to conduct a session

effective when the counter-marketing pro

designed especially for them.

grams use an industry manipulation or reposi Florida’s “truth” campaign used media literacy

Implementing a Media Literacy Program

strategies to motivate young people to actively

Once you decide that media literacy supports

participate in tobacco control activities. In fact,

your counter-marketing program’s goals, you

many of Florida’s original ads are believed to

can begin your search for the right strategies

have helped the viewing audience become

and activities. Many media literacy programs

more media literate by exposing the role of ad

and curricula are available; do some research

agencies and marketing groups in creating

to find the ones that will work best with your

positive images of tobacco.

program. (See Programs and Resources section

tioning strategy. (See Chapter 7: Advertising.)

Media literacy often leads to media advocacy efforts. In many cases, once youth are sensi tized to deceptive marketing messages and

at the end of this chapter.) Here are the general steps for implementing your program: ■

Talk to other state tobacco control

practices, they’re eager to work to counter

program staff about how media literacy

those messages. At the community level, many

fits into their counter-marketing pro

community advocates use media literacy tech

grams. Many states have used locally

niques to educate the public about the influ

developed and tested programs and

ence of tobacco ads in convenience stores and

teaching tools. Ask them about their

at sporting events.

experiences with media literacy programs

and experts.

Media literacy is also an effective tool for educating legislators and health policy decision

■

Develop a strategy for media literacy in

makers. Because it’s based on educational the

your counter-marketing plan. Apply

ories and addresses issues beyond tobacco

strategies that work with your target

control, media literacy can be viewed as a less

audiences. Media literacy is an obvious

charged critique of industry practices. It can be

match for youth prevention programs. If

a useful way to educate policy makers about

your focus is on industry manipulation,

why the tobacco control movement needs

you can use media literacy strategies

effective policies for youth marketing, youth

with adults to deconstruct the tobacco

access, and clean indoor air.

industry’s public relations ads and youth

It may be difficult to convey the direct impact a well-crafted media literacy program can have on youth. The best way to convince your state

smoking prevention messages. Make

sure that you have the resources, staff,

and time to invest in media literacy as a

program strategy. In addition, you’ll


285

youth ages 11 through 14. The kit includes worksheets, suggested activi ties, references and resources, and a video module to use across the learning modules. In addition, several Web sites offer information about media literacy organizations and resources for media literacy. Experts around the country also can help you design a state program. (See the Resources list at the end of this chapter.) ■

Track who is using the program and how it is working in different settings. Once you’ve chosen a program and implemented it, be sure to evaluate your efforts. Evaluation will enable you to identify and correct any problems with the program.

Here are several tips from media literacy need to find one or more experts who

experts for launching your effort:

can implement media literacy programs in your state. (See the Resources list at

■

sites on your state tobacco control site.

the end of this chapter.) ■

Include links to media literacy Web These links will make media literacy tools

Learn about media literacy programs

readily available for teachers, health

and resources. The Centers for Disease

educators, and others who may be inter

Control and Prevention’s Office on

ested in working on tobacco control.

Smoking and Health, the American Academy of Pediatrics, the National Education Association’s Health Information Network, and the Center for Substance Abuse Prevention jointly developed MediaSharp: Analyzing

■

Visit state and local departments of education, health, or alcohol and other drug services. – Learn about your state’s education standards on media literacy.

Tobacco and Alcohol Messages, a tool kit for educators, youth group leaders, pediatricians, and others who work with

– Determine the department’s interest in tobacco media literacy and find out who is addressing the issue.

286



– Make tobacco media literacy

– Make resources and teaching tools

resources and materials available to

available.

the department.

– Offer to train staff from the organiza

– Work with the department to create

tions or offer to provide staff to con

professional development opportu

duct the programs for them.

nities in media literacy.

– Encourage organizations to publish

– Provide access to teaching tools and

or display artwork, ads, or other

resources, and offer to train teachers,

media literacy products developed

health educators, or other staff.

by youth.

– Introduce media literacy programs

■

and teaching tools at state and local

television stations, education writers at

health and education conferences.

newspapers, and cable stations with distance-learning access channels.

– Find state media literacy experts to speak to students, parents, or teach

– Offer experts to talk about the con

ers or at teacher training programs.

cepts behind media literacy.

– Train people to present media litera

■

Approach local commercial and public

– Showcase classes or organizations

cy programs at schools and other

that are involving youth in media

youth gatherings.

literacy programs.

Identify youth organizations, religious

– Broadcast ads or other media mes

groups, community hospitals, pediatri

sages developed by young people.

cians, and other community groups

– Develop a distance-learning program

open to addressing the issue of media

on media literacy for a cable channel.

literacy with their members. If your counter-marketing program addresses

– Propose media literacy articles for

youth prevention, this can be an impor

newspapers with youth pages.

tant addition to your media efforts. ■

– Present information on media literacy to the organization leaders. – Determine whether they’re interest ed in offering media literacy programs.

Involve parents. Help parents learn about media literacy programs so that they can reinforce and sustain media literacy at home. Inform them about school or community programs through parent resource groups such as the Parent Teacher Association.


287

Evaluating Your Efforts Evaluating your media literacy efforts will help

How To Evaluate Your Media Literacy Efforts

you report to stakeholders and will give you

You may want to review Chapter 5: Evaluating

valuable insights on improving your approach.


Fine-tuning your approach using evaluation

Program, which addresses evaluation in depth.

results can help you increase the public’s abili

Base your approach to evaluation on how the

ty to analyze tobacco advertising, its motiva

results will be used and by whom. Once you

tion to counter the tobacco industry’s goals,

have determined how the evaluation results

and its involvement in the counter-marketing

will be used, you can develop the most effec

program. Some smokers may tell you that

tive questions, plan a strategy for getting

what they learn in media literacy justifies their

answers, and then provide the information to

addiction (i.e., they’re victims of industry

those who need it in a format that they can

manipulation). If this happens, don’t think that

use. Involve the intended users and allow them

your program is having an adverse effect;

to provide input from the start about the

instead, consider this argument a “teachable

type(s) of information that they need from the

moment.” You may need to present additional

evaluation.

information to these individuals, including information on health effects and cessation services. Evaluation will help you answer these types of questions: ■

How is the funding for media literacy being used?

■

To help manage the implementation of your

Was your media literacy program imple

media literacy efforts—and to respond to

mented the way it was designed?

inquiries from your stakeholders—you must monitor and track your activities. As discussed

■

Was the audience attentive and engaged throughout?

■

in Chapter 5, you’ll need to complete or obtain logs and other documentation tools regularly

Were there significant changes in the

to track the activities linked to your plan’s goals

audience’s awareness, attitudes, percep

and objectives. For example, if one objective is

tions, intentions, and behaviors?

to teach a certain number of targeted youth about specific content areas and skills within a

■

How can you use the evaluation results

given time frame, a log can allow you to docu

to adjust your media literacy efforts and

ment how many youth were reached, what

be more successful?

288



areas and skills were addressed during each session, and when the instruction took place. Most importantly, you’ll want to assess out comes to determine the effectiveness of your media literacy efforts. This assessment involves measuring the impact on program participants, including changes in:

Using Evaluation Results for Decision Making The results of your outcome evaluation may show that some outcomes were achieved and others weren’t. To understand these results, check your monitoring and tracking data to see whether your media literacy activities were implemented according to plan. If the activities

■

Awareness of the role of the media

■

Attitudes toward and perceptions of the tobacco industry, its advertising, and the harm both perpetuate

and content linked to certain outcomes weren’t taught appropriately or at all, you and your instructors will need to pay closer attention to program design and implementation. If your monitoring and tracking data show that

■

Critical viewing skills

■

Ability to develop their own counter-

may be helpful to conduct interviews or focus

marketing messages

groups with members of your target audience

your activities were implemented as planned, it

■

Intentions to talk with others about what they have learned

to understand why certain outcomes weren’t achieved. If the focus group is designed and conducted effectively, these qualitative findings

If you conduct an outcome evaluation, use the

may help identify and correct problems with

strongest design possible. A pretest and

your media literacy efforts, such as low credi

posttest measurement that uses a comparison

bility of instructors, inappropriate learning

or a control group that didn’t receive the media

techniques, program content that doesn’t res

literacy education is preferable. A participant

onate with the audience, or lack of time to

survey is one important way to measure out

practice relevant skills. By evaluating your

comes. You may also want to review items

efforts regularly, you’ll learn more about how to

from other surveys that evaluated the out

best engage your target audience, how to

comes of similar programs and to involve one

increase their knowledge, and how to motivate

or more experts in the survey development

them to get involved in the tobacco counter-

and data analysis.

marketing program. Then you’ll be able to make adjustments so that each round of media literacy efforts becomes more successful.


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Make sure that media literacy fits into your overall counter-marketing strategy.

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Learn about media literacy programs and resources. Talk to program staff from states conducting media literacy efforts.

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Identify which media literacy programs and resources match your audience and strategy.

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Determine which organizations can help you implement a media literacy program. Offer them tools and training.

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Track who is using the program and how it’s working.

Resources Health Education Centers for Disease Control and Prevention. Guidelines for school health programs to prevent tobacco use and addiction. Morbidity and Mortality Weekly Report Recommendation Report 1994;43(RR-2):1–18. Shelov S, Baron M, Beard L, Hogan M, et al. Children, adolescents and advertising. Pediatrics 1995;95:295–7. U.S. Department of Health and Human Services. Preventing Tobacco Use Among Young People: A Report of the Surgeon General. Atlanta, GA: USDHHS, Public Health Service, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health; 1994. Reprinted with corrections, July 1994.

Programs and Resources ■

MediaSharp is an interactive, multimedia program designed to help young people critically assess how the media normalize, glamorize, and create role models for unhealthy lifestyles and behaviors. It focuses on analyzing tobacco and alcohol messages delivered through entertainment, news, and marketing. The MediaSharp kit includes a video, a leader’s guide, handouts, exercises, and an extensive list of media literacy resources; it can be ordered free from the Centers for Disease Control and Prevention/Office on Smoking and Health Web site (http://www.cdc.gov/tobacco).

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Smoke Screeners is an educational program that helps young people learn media literacy skills

by improving their ability to critically analyze messages about tobacco use in movies and on

television. The program includes a moderator’s guide and video, and it can be used in a class

room or in a youth group setting. Created as part of the youth initiative of the Massachusetts

Department of Public Health’s antismoking campaign, this program is now a national effort.

Smoke Screeners is free and can be ordered from the Centers for Disease Control and

Prevention/Office on Smoking and Health Web site (http://www.cdc.gov/tobacco).

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The Center for Media Literacy (http://www.medialit.org) is the leading organization for

media literacy in the United States. The center has an extensive catalogue of recommended

books, videos, and curriculum resources.

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The Alliance for a Media Literate America (http://www.nmec.org) is a professional develop

ment collaboration that organizes and hosts the annual National Media Education

Conference for teachers, administrators, and community leaders.

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South Carolina Educational Television’s Media Literacy Program Web site

(http://www.med.sc.edu/medialit) provides numerous teaching tools for tobacco media

literacy.

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The New Mexico Media Literacy Project (http://www.aa.edu), sponsored by the Albuquerque

Academy, offers a wealth of information for teaching media literacy skills to youth.

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Hip Hop! Influence Within Youth Popular Culture: A Catalyst for Reaching America’s Youth

with Substance Abuse Messages is a report by Dr. Thandi Hicks-Harper that can help readers

to understand hip hop in a prevention context (http://www.hiphop4kids.com).

Research Literature American Academy of Pediatrics. Media education. Pediatrics 1999;104:341–3. Brunner C, Talley W. The New Media Literacy Handbook: An Educator’s Guide to Bringing New Media into the Classroom. New York, NY: Anchor Books/Doubleday, 1999. Hobbs R. Literacy in the information age. In: Flood J, Lapp D, Brice Heath S, eds. Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts. International Reading Association. New York, NY: Macmillan, 1998. pp. 7–14. Hobbs R. Media literacy in Massachusetts. In: Hart A, ed., Teaching the Media: International Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 1998. pp. 127–440. Hobbs R. The seven great debates in the media literacy movement. Journal of Communication 1998;48(2):9–29. Chapter 11: Media Literacy

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Hobbs R. Classroom strategies for exploring realism and authenticity in media messages. Reading

Online (International Reading Association) 2001;4(9). Available at:

http://www.readingonline.org/newliteracies/lit_index.asp?HREF=hobbs/index.html.

Accessed June 20, 2003.

Hobbs R. Improving reading comprehension by using media literacy activities. Voices from the

Middle (National Council of Teachers of English) 2001;8(4):44–50.

Hobbs R, Frost R. Instructional practices in media literacy education and their impact on

students’ learning. New Jersey Journal of Communication 1999;6(2):123–48.

Krueger E, Christel MT. Seeing and Believing: How to Teach Media Literacy in the English

Classroom. Portsmouth, NH: Boynton/Cook Publishers, 2001.

Kubey R, Baker F. Has media literacy found a curricular foothold? Education Week 1999;19(9):56.

Available at: www.edweek.org/ew/newstory.cfm?slug=09ubey2.h19. For current links to all 50

states, see http://www.med.sc.edu:1081/statelit.html. Accessed June 20, 2003.

Project Look Sharp. 12 Basic Principles for Incorporating Media Literacy into Any Curriculum. Ithaca, NY: Ithaca College, 1999. Silverblatt A. Media Literacy: Keys to Interpreting Media Messages, 2nd ed. Westport, CT: Praeger, 2001. Silverblatt A, Ferry J, Finan B. Approaches to Media Literacy: A Handbook. Armonk, NY: M.E. Sharpe, 1999. Tyner K. Literacy in a Digital World: Teaching and Learning in the Age of Information. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.

Teaching and Learning Resources American Cancer Society. National Health Education Standards: Achieving Health Literacy. Atlanta, GA: American Cancer Society, 1995. DeGaetano G, Bander K. Screen Smarts: A Family Guide to Media Literacy. New York, NY: Houghton Mifflin,1996. Hobbs R. To your health. Cable in the Classroom 1995;Oct:12–13. Hobbs R. Know TV: Changing What, Why and How You Watch. Bethesda, MD: Discovery Communications, 1996.

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Hobbs R. Start early to help children combat alcohol-saturated TV. American Academy of Pediatrics News 1998;14(3):20–1. Hobbs R. Media Literacy. New York, NY: Newsweek Education, 2000. Johnson LL. Media, Education and Change. New York, NY: Peter Lang Publishing, 2001. Manzo KK. Schools begin to infuse media literacy into the 3 R’s. Education Week 2000;Dec:6–7. Available at: http://www.edweek.org/ew/ewstory.cfm?slug=14media.h20&. Accessed July 3, 2002. Thoman E. Skills & strategies for media education. Educational Leadership 1999;56(5):50. Walsh B. Understanding Media Literacy. Center for Media Literacy, 2000. Zollo P. Wise Up to Teens: Insights Into Marketing and Advertising to Teenagers. Ithaca, NY: New Strategist Publications, 1995.

Videos Centers for Disease Control and Prevention, Office on Smoking and Health; Massachusetts Department of Public Health. Smoke Screeners. 1999. To order, call 1-800-CDC-1311. DeBenedittis P. Rebelling Against Tobacco Ads. 2000. Available at: http://www.medialiteracy.net/ purchase. Hobbs R. Tuning In to Media: Literacy for the Information Age. 1994. Available at: http://gpn.unl.edu/cml/product_.index_alph.aspMangan M. Corporate Deceit: Big Tobacco’s Target (CD-ROM). 2001. Available at: http://www.medialiteracy.net/purchase National Institute for Media & The Family. Smoke & Mirrors. 1999. Available at: http://www.mediafamily.org/store/tools.shtml New Mexico Media Literacy Project. Just Do Media Literacy (companion teacher guide included). 1997. Available at: http://www.nmmlp.org/products.htm New Mexico Media Literacy Project. Media Literacy for Health (CD-ROM, K–12 curriculum). 2001. Available at: http://www.nmmlp.org/products.htm Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Prevention; Centers for Disease Control and Prevention, Office on Smoking and Health; American Academy of Pediatrics; National Education Association Health Information Network. MediaSharp: Analyzing Tobacco and Alcohol Messages. 1998. Available at: http://www.cdc.gov/tobacco/ mediashrp.htm.


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Web Sites and Internet Resources Alliance for a Media Literate America: http://www.nmec.org.

American Academy of Pediatrics, Understanding the Impact of Media on Children and Teens:

http://www.aap.org/family/mediaimpact.htm.

Center for Media Literacy: http://www.medialit.org.

Countering the Influence of Alcohol and Tobacco Advertising: http://www.drugs.indiana.edu/prevention/advert.html.

Deconstructing Media Messages: http://www.etr.org/recapp/practice/youthskills200106.htm.

Media Education Foundation: http://www.mediaed.org/

Media Literacy Clearinghouse: http://www.med.sc.edu/medialit.

Media Literacy for Prevention, Critical Thinking and Self-Esteem (Web site of media literacy expert

Dr. Peter DeBenedittis): http://www.medialiteracy.net.

Media Literacy Review, Media Literacy Online Project, College of Education, University of Oregon:

http://interact.uoregon.edu/medialit/mlr/home/index.html.

Media Literacy and Substance Abuse Virtual Library:

http://www.health.org/features/medlit/library.htm.

New Mexico Media Literacy Project: http://www.nmmlp.org.

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Bibliography Austin EW, Johnson KK. Effects of general and alcohol-specific media literacy training on children's decision making about alcohol. Journal of Health Communication 1997; 2:17–42. DiFranza JR, Richard JW, Paulman PM, et al. RJR Nabisco’s cartoon camel promotes Camel cigarettes to children. Journal of the American Medical Association 1991;266(22):3149–53. Federal Trade Commission. FTC Cigarette Report for 2000. Washington, DC: FTC, 2002. Fischer PM, Schwartz MP, Richards JW Jr, et al. Brand logo recognition by children aged 3 to 6 years. Mickey Mouse and Old Joe the Camel. Journal of the American Medical Association 1991;266(22):3145–8. Kaiser Family Foundation. Kids & media @ the new millennium. Washington, DC: Kaiser Family Foundation; 1999. Sargent JD, Beach ML, Dalton MA, et al. Effect of seeing tobacco use in films on trying smoking among adolescents: a cross-sectional study. British Medical Journal 2001;323(7326):1394–7. Slater MD, Beauvais F, Rouner D, Van Leuven J, Murphy K, Domenech-Rodriguez MM, et al. Adolescent counter arguing of TV beer advertisements; evidence for effectiveness of alcohol education and critical viewing discussion. Journal of Drug Education 1996;26(2):143–58. Strasburger VC, Donnerstein E. Children, adolescents, and the media in the 21st century. Adolescent Medicine 2000;11(1):51–68.


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Resources and Tools

Federal Government Agencies Agency for Healthcare Research and Quality (AHRQ) The Agency for Healthcare Research and Quality (AHRQ), a part of the U.S. Department of Health and Human Services, is the lead agency charged with supporting research designed to improve the quality of health care, to reduce its cost, to improve patient safety, to decrease medical errors, and to broaden access to essential services. The agency provides materials on smoking cessation for health professionals and consumers. AHRQ Publications Clearinghouse P.O. Box 8547 Silver Spring, MD 20907-8547 800-358-9295 www.ahrq.gov

Centers for Disease Control and Prevention’s Office on Smoking and Health (CDC/OSH) The Centers for Disease Control and Prevention (CDC) is the lead federal agency for protecting the health and safety of all U.S. citizens at home and abroad, for providing credible information to enhance health decisions, and for promoting health through strong partnerships. CDC develops and implements disease prevention and control, environmental health, and health promotion and education activities to improve the public’s health.

The Office on Smoking and Health (OSH) is a division of the National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP), one of the centers within the CDC. OSH is responsible for leading and coordinating strategic efforts to prevent tobacco use among youth, to promote smoking cessation, and to pro tect nonsmokers from secondhand tobacco smoke. OSH’s Web site, the Tobacco Information and Prevention Source (TIPS), provides a range of materials on tobacco control and prevention. Office on Smoking and Health National Center for Chronic Disease Prevention and Health Promotion Centers for Disease Control and Prevention 4770 Buford Highway NE, MS K-50 Atlanta, GA 30341-3717 800-CDC-1311 (toll free) / 770-488-5705 (phone) [email protected] (e-mail) www.cdc.gov/tobacco Resources and Tools

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Centers for Disease Control and Prevention’s Office on Smoking and Health National Networks To help eliminate tobacco-related disparities among priority populations, the Office on Smoking and Health (OSH) has established national networks to plan, initiate, coordinate, and evaluate tobacco control activities. The networks include the following:

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Northwest Portland Area Indian Health Board (NPAIHB)

www.npaihb.org

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Association of Asian Pacific Community Health Organizations (AAPCHO)

www.aapcho.org

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The National Association of Lesbian, Gay, Bisexual and Transgender Community Centers (NALGBTCC) www.lgbtcenters.org

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The National Alliance for Hispanic Health

www.hispanichealth.org

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National Latino Council on Alcohol and Tobacco Prevention

www.nlcatp.org

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The BACCHUS and GAMMA Peer Education Network

www.bacchusgamma.org

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Health Education Council

www.healthedcouncil.org

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Employee and Family Resources, Inc.

www.efr.org

Centers for Disease Control and Prevention’s Office on Smoking and Health Tribal Support Centers The Office on Smoking and Health (OSH) has established tribal support centers to develop or improve tobac co-related regional resource networks and outreach to tribes. The centers provide and support training and technical assistance, data collection, materials development, partnership building, and programs. The centers include the following:

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Aberdeen Area Tribal Chairmen Health Board (AATCHB)

www.aatchb.org

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Alaska Native Health Board (ANHB)

www.anhb.org

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California Rural Indian Health Board (CRIHB)

www.crihb.org

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Intertribal Council of Arizona (ITCA)

www.itcaonline.com

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Inter-Tribal Council of Michigan, Inc.

www.itcmi.org

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Muscogee Creek Nation of Oklahoma

www.ocevnet.org/creek/index.html

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Northwest Portland Area Indian Health Board (NPAIHB)

www.npaihb.org

Center for Substance Abuse Prevention (CSAP) National Clearinghouse on Alcohol and Drug Information The Center for Substance Abuse Prevention (CSAP) provides national leadership in the development of policies, programs, and services to prevent the onset of illicit drug use, to prevent underage alcohol and tobacco use, and to reduce the negative consequences of using substances. CSAP is one of three centers in the Substance Abuse and Mental Health Services Administration (SAMHSA) in the U.S. Department of Health and Human Services. CSAP funds the National Clearinghouse on Alcohol and Drug Information, which dissemi nates materials for professionals and the public on alcohol, tobacco, and other drugs. Information is available in various forms, including videos, fact sheets, posters, and pamphlets. Center for Substance Abuse Prevention National Clearinghouse on Alcohol and Drug Information P.O. Box 2345 Rockville, MD 20847-2345 800-SAY-NO-TO (toll-free) / 301-468-6433 (fax) www.samhsa.gov/centers/clearinghouse/clearinghouses.html www.health.org

Resources and Tools

299

Environmental Protection Agency (EPA) The Environmental Protection Agency (EPA) serves as the federal lead agency on environmental issues. Its Indoor Air Quality Information Clearinghouse offers publications and information on the harmful effects of secondhand smoke and indoor air pollution. Environmental Protection Agency Indoor Air Quality Information Clearinghouse P.O. Box 37133 Washington, DC 20013-7133 800-438-4318 (toll-free) / 703-356-5386 (fax) [email protected] (e-mail) www.epa.gov/iaq

Federal Trade Commission (FTC) The Federal Trade Commission (FTC) is the U.S. government’s main authority on trade issues. It provides publications and information related to trade policies and tobacco advertising, including health warning labels, and produces a report that contains data on the tar, nicotine, and carbon monoxide in domestic cigarettes. Federal Trade Commission Consumer Response 600 Pennsylvania Avenue NW Washington, DC 20580 202-326-2222 (phone) / 202-326-3090 (tobacco-related questions) www.ftc.gov

Food and Drug Administration (FDA) The Food and Drug Administration (FDA) responds to consumer requests for information and publications and provides information about regulations restricting the sale and distribution of cigarettes and smokeless tobacco to protect children and adolescents. Food and Drug Administration 5600 Fishers Lane Rockville, MD 20857 888-INFO-FDA (toll-free) www.fda.gov

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Indian Health Service (IHS) The Indian Health Service (IHS) provides a comprehensive health services delivery system for American Indians and Alaska Natives, with the opportunity for maximum tribal involvement in developing and managing programs to meet their health needs. The IHS facilitates and assists in coordinating health planning and in obtaining and using health resources available through federal, state, and local programs. Indian Health Service Public Affairs Staff 801 Thompson Avenue, Suite 400 Rockville, MD 20852-1627 301-443-3593(phone) www.ihs.gov

National Cancer Institute (NCI) The National Cancer Institute (NCI) supports research on counter-marketing and other tobacco control interventions and produces publications on smoking. It also provides telephone counseling services for smoking cessation. Programs and materials are available to health professionals and the public. National Cancer Institute Office of Cancer Communications 6116 Executive Boulevard, Suite 3036A, MSC-8322 Bethesda, MD 20892-8322 800-4-CANCER (toll-free) www.nci.nih.gov www.smokefree.gov (for smoking cessation information and tools)

National Center for Health Statistics (NCHS) The CDC's National Center for Health Statistics (NCHS) answers requests for catalogs, electronic data prod ucts, and single copies of publications, such as Advance Data reports and Monthly Vital Statistics reports. Ordering information is available for publications and electronic products sold through the Government Printing Office and the National Technical Information Service. Specific statistical data collected by the NCHS are also available. National Center for Health Statistics Division of Data Services 3311 Toledo Road Hyattsville, MD 20782 301-458-4636 (phone) www.cdc.gov/nchs Resources and Tools

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National Heart, Lung, and Blood Institute (NHLBI) The National Heart, Lung, and Blood Institute (NHLBI) provides information and materials on risk factors for cardiovascular disease. It disseminates public education materials and programmatic and scientific information. National Heart, Lung, and Blood Institute Health Information Center P.O. Box 30105 Bethesda, MD 20824-0105 301-592-8573 (phone) / 301-592-8563 (fax) www.nhlbi.nih.gov

National Institute on Drug Abuse (NIDA) The National Institute on Drug Abuse (NIDA) provides information on nicotine addiction, its health hazards, and its treatment. It fulfills requests for catalogs and publications. It also publishes NIDA Notes, which covers topics such as nicotine addiction and smokeless tobacco use. The institute’s Web site has news releases and links to other resources. National Institute on Drug Abuse 6001 Executive Boulevard, Room 5213 Bethesda, MD 20892-9561 301-443-1124 (phone) / 301-443-7397 (fax) www.drugabuse.gov

National Institute for Occupational Safety and Health (NIOSH) The National Institute for Occupational Safety and Health (NIOSH) provides information on chemical and physical hazards in the workplace, training courses, publications, and the health hazard evaluation program. It distributes a subject-indexed catalog of its materials. NIOSH also maintains an automated database on occupational safety and health, and its library is open to the public. National Institute for Occupational Safety and Health Information Retrieval and Analysis Team 4676 Columbia Parkway, MSC-13 Cincinnati, OH 45226 800-35-NIOSH (toll-free) / 513-533-8573 (publications fax) www.cdc.gov/niosh/homepage.html

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National Technical Information Service (NTIS) The National Technical Information Service (NTIS) offers a variety of information, including reports by U.S. government research and development agencies, databases produced by federal agencies, and descriptions of ongoing research sponsored by the U.S. government. NTIS has absorbed the National Audiovisual Center (NAC) and offers materials previously available from the NAC. National Technical Information Service 5285 Port Royal Road Springfield, VA 22161 800-553-6847 (toll free) / 703-605-6000 (regular and rush services) / 703-605-6900 (fax) www.ntis.gov

Occupational Safety and Health Administration (OSHA) The Occupational Safety and Health Administration (OSHA) develops and promulgates occupational safety and health standards, develops and issues regulations, conducts investigations and inspections to determine the status of compliance with safety and health standards and regulations, and issues citations and proposes penalties for noncompliance with safety and health standards and regulations. Occupational Safety and Health Administration U.S. Department of Labor 200 Constitution Avenue, NW Washington, DC 20210 800-321-OSHA (toll-free) www.osha.gov

Substance Abuse and Mental Health Services Administration (SAMHSA) The Substance Abuse and Mental Health Services Administration (SAMHSA) is the federal agency charged with improving the quality and availability of prevention, treatment, and rehabilitative services to reduce the health and social costs of substance abuse and mental illnesses. SAMHSA funds a number of projects, includ ing information clearinghouses and data collection efforts, to monitor the prevalence of substance use and mental health issues. Substance Abuse and Mental Health Services Administration 5600 Fishers Lane Rockville, MD 20857 [email protected] (e-mail) www.samhsa.gov

Resources and Tools

303

U.S. Department of Agriculture (USDA) The Department of Agriculture (USDA) provides information on tobacco price support programs and other tobacco-related agricultural issues. U.S. Department of Agriculture Tobacco Division Stop 0514 (for Express Mail, use Room 5750) 1400 Independence Avenue SW Washington, DC 20250-0514 202-720-4318 (phone) / 202-690-2298 (fax) www.usda.gov

U.S. Department of Health and Human Services (USDHHS): Office of Minority Health’s Initiative To Eliminate Racial and Ethnic Disparities in Health This Department of Health and Human Services (USDHHS) initiative supports the goal of eliminating dispari ties in six areas of health status among U.S. racial and ethnic minority populations by 2010. The initiative’s Web site provides background on the initiative, news, a calendar of events, and links to publications and Web resources developed by USDHHS agencies to support the initiative. Office of Minority Health Tower Building, Suite 600 1101 Wootton Parkway Rockville, MD 20852 301-443-9923 (phone) / 301-443-8280 (fax) [email protected] (e-mail) www.raceandhealth.hhs.gov

U.S. Department of the Treasury: Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) The Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) is a law enforcement organization within the Treasury Department that provides general information on current tax rates and tax revenues pertaining to tobacco. U.S. Department of the Treasury Bureau of Alcohol, Tobacco, Firearms and Explosives Regulations Division–Office of Alcohol and Tobacco 650 Massachusetts Avenue NW, Room 5000 Washington, DC 20226 202-927-8210 (phone) www.atf.treas.gov

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Resources and Tools


Volunteer and Professional Organizations Action on Smoking and Health (ASH) Action on Smoking and Health (ASH) produces materials on a variety of smoking and health topics, with an emphasis on legal action to protect nonsmokers’ health. Action on Smoking and Health 2013 H Street NW Washington, DC 20006 202-659-4310 (phone) / 202-833-3921 (fax) www.ash.org

The Advocacy Institute The Advocacy Institute works to counter the influence of the tobacco industry and provides strategic consulting and advocacy support on policy issues related to tobacco control. The Advocacy Institute 1629 K Street NW, Suite 200 Washington, DC 20006-1629 202-777-7575 (phone) / 202-777-7577 (fax) www.advocacy.org/tobacco.htm

American Cancer Society (ACS) The American Cancer Society (ACS) provides smoking education, prevention, and cessation programs and distributes pamphlets, posters, and exhibits on smoking. Check your telephone book for the ACS chapter in your area or contact the national office below for more information. American Cancer Society 1599 Clifton Road NE Atlanta, GA 30329 800-ACS-2345 (toll-free) www.cancer.org

Resources and Tools

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American Council on Science and Health The American Council on Science and Health provides scientific evaluations on tobacco-related topics. American Council on Science and Health 1995 Broadway, Second Floor New York, NY 10023-5860 212-362-7044 (phone) / 212-362-4919 (fax) www.acsh.org/tobacco/index.html

American Dental Association (ADA) The dentists’ association’s Web site contains American Dental Association (ADA) letters, which address these topics: excise taxes on tobacco products, tobacco settlement legislation, reduction of tobacco use, smokeless tobacco, the Warning Label Act, and advocacy. American Dental Association 211 East Chicago Avenue Chicago, IL 60611 312-440-2500 (phone) / 312-440-7494 (fax) www.ada.org

American Dental Education Association (ADEA) The American Dental Education Association (ADEA) (formerly the American Dental Schools Association) offers a Tobacco-Free Initiatives Special Interest Group, an informal affiliation of dental and allied dental faculty interested in the promotion of tobacco cessation activities in dental education. The group represents ADEA interests in collaborative projects of the National Cancer Institute and the American Cancer Society. The group offers programs that help participants discuss, design, implement, and evaluate tobacco cessation programs in dental settings. American Dental Education Association 1625 Massachusetts Avenue NW, Suite 600 Washington, DC 20036-2212 202-667-9433 (phone) / 202-667-0642 (fax) www.adea.org

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Resources and Tools


American Heart Association The American Heart Association promotes smoking intervention programs at schools, workplaces, and health care sites. Check your phone book for an association chapter in your area or contact the national office below for further information. American Heart Association National Center 7272 Greenville Avenue Dallas, TX 75231 800-AHA-USA-1 (toll-free) www.americanheart.org

American Legacy Foundation The American Legacy Foundation was established to reduce tobacco use in the United States as outlined in the Master Settlement Agreement. Its Web site provides information about the antitobacco movement and ways that the Master Settlement Agreement’s funding is being used. There are also updates about public edu cation efforts, including the national “truth” campaign, and stories that people share about their personal struggles with tobacco. American Legacy Foundation 1001 G Street NW, Suite 800 Washington, DC 20001 202-454-5555 (phone) / 202-454-5599 (fax) www.americanlegacy.org

American Lung Association (ALA) The American Lung Association (ALA) conducts programs addressing smoking cessation, prevention, and protection of nonsmokers’ health and provides a variety of educational materials for the public and health professionals. Check your telephone book for an association chapter in your area or contact the national office below for further information. American Lung Association 61 Broadway, Sixth Floor New York, NY 10006 212-315-8700 (phone) / 800-LUNG-USA (toll-free) www.lungusa.org

Resources and Tools

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American Medical Association (AMA) The Web site of the American Medical Association (AMA) offers articles from the Journal of the American Medical Association, American Medical News, Archives of Internal Medicine, and other publications on tobacco-related issues. Some articles require a subscription or an association membership to view. American Medical Association 515 North State Street Chicago, IL 60610 312-464-5000 (phone) / 312-464-4184 (fax) www.ama-assn.org

American Medical Association/SmokeLess States SmokeLess States is the largest non-government-funded national effort in tobacco prevention and control. The 30 grantees concentrate their efforts in three general areas: 1) promoting public awareness of the dangers of tobacco use, 2) educating the public about policy options related to tobacco, and 3) enhancing local preven tion and treatment programs. American Medical Association/SmokeLess States 515 North State Street Chicago, IL 60610 312-464-5000 (phone) / 312-464-4184 (fax) www.ama-assn.org/ama/pub/category/3229.html

Americans for Nonsmokers’ Rights (ANR) Americans for Nonsmokers' Rights (ANR) provides information to organizations and individuals to help pass ordinances, to implement workplace regulations, and to develop smoking policies in the workplace. Its Web site features a section covering “Tobacco’s dirty tricks.” Americans for Nonsmokers’ Rights 2530 San Pablo Avenue, Suite J Berkeley, CA 94702 510-841-3032 (phone) / 510-841-3071 (fax) www.no-smoke.org

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Asian Pacific Partnerships for Empowerment and Leadership (APPEAL) Asian Pacific Partnerships for Empowerment and Leadership (APPEAL) works to prevent tobacco use among the Asian American and Pacific Islander community through five priority areas: network development, capaci ty building, education, advocacy, and leadership development. APPEAL c/o AAPCHO (Association of Asian Pacific Community Health Organizations) 439 23rd Street Oakland, CA 94612 510-272-9536 (phone) / 510-272-0817 (fax) www.appealforcommunities.org

Association of State and Territorial Health Officials (ASTHO) The Association of State and Territorial Health Officials (ASTHO) is the national nonprofit organization representing state and U.S. territorial public health agencies. The association has a Tobacco Control Program that develops and promotes policies that enhance the health agencies’ ability to address tobacco use prevention and control. ASTHO offers information on the tobacco settlement, state tobacco settlement updates, newsletters, reprints from ASTHO reports, and resource links. Association of State and Territorial Health Officials 1275 K Street NW, Suite 800 Washington, DC 20005-4006 202-371-9090 (phone) / 202-371-9797 (fax) www.astho.org

BACCHUS and GAMMA Peer Education Network The BACCHUS and GAMMA Peer Education Network is an international association of college- and universitybased peer education programs dedicated to alcohol abuse prevention and related student health and safety issues (including tobacco use). The BACCHUS and GAMMA Peer Education Network P.O. Box 100430 Denver, CO 80250-0430 303-871-0901 (phone) / 303-871-0907 (fax) [email protected] (e-mail) www.bacchusgamma.org

Resources and Tools

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Campaign for Tobacco-Free Kids The Campaign for Tobacco-Free Kids is one of the nation’s largest nongovernmental initiatives ever launched to protect children from tobacco addiction and exposure to secondhand smoke. Campaign for Tobacco-Free Kids 1400 I Street NW, Suite 1200 Washington, DC 20005 202-296-5469 (phone) / 202-296-5427 (fax) [email protected] (e-mail) www.tobaccofreekids.org

Center for Media Literacy The Center for Media Literacy is the leading organization for media literacy in the United States. It has an extensive catalog of recommended books, videos, and curriculum resources. Center for Media Literacy 3101 Ocean Park Boulevard, Suite 200 Santa Monica, CA 90405 310-581-0260 (phone) / 310-581-0270 (fax) [email protected] (e-mail) www.medialit.org

Center for Social Gerontology: Tobacco & Adult Minorities The Center for Social Gerontology’s Web site provides information on tobacco use and its effects on old and young adults from communities of color. Because people in communities of color have been specifically tar geted by the tobacco industry, this site has information on lawsuits and legislative action against the tobacco industry and information related to the recent state tobacco settlements. Tobacco & Adult Minorities The Center for Social Gerontology 2307 Shelby Avenue Ann Arbor, MI 48103 734-665-1126 (phone) / 734-665-2071 (fax) [email protected] (e-mail) www.tcsg.org/tobacco/minorities/minorities.htm

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Chronic Disease Directors: Association of State and Territorial Chronic Disease Program Directors The Chronic Disease Directors (CDD) represents the chronic disease interests of the state and territorial health agencies and the District of Columbia. (Tobacco use is a common risk factor that contributes to one or more chronic diseases.) State health agencies play a major role in educating the public about risks and choices, and in creating better access to preventive and diagnostic health services. Association of State and Territorial Chronic Disease Program Directors Chronic Disease Directors 8201 Greensboro Drive, Suite 300 McLean, VA 22102 703-610-9033 (phone) / 703-610-9005 (fax) [email protected] (e-mail) www.chronicdisease.org

Doctors Ought to Care (DOC) Doctors Ought to Care (DOC) mobilizes doctors and health organizations to speak out against tobacco and to publicize its effects. DOC provides school curricula, smoking intervention information, and tobacco counteradvertising for use in clinics, classrooms, and communities. Doctors Ought to Care 5615 Kirby Drive, Suite 440 Houston, TX 77005 713-528-1487 (phone) / 713-528-2146 (fax) www.bcm.tmc.edu/doc

The Foundation for a Smokefree America Created by Patrick Reynolds, grandson of tobacco company founder R.J. Reynolds, the foundation is a non profit organization that educates people of all ages about smoking and tobacco use. The foundation’s Web site provides antitobacco messages to youth and adults, antismoking videos, live talks, ads, photos, and art. The Foundation for a Smokefree America P.O. Box 492028 Los Angeles, CA 90049-8028 800-541-7741 (toll-free) / 310-471-4270 (phone) / 310-471-0335 (fax) www.tobaccofree.org

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Global Partnerships for Tobacco Control: Essential Action The Global Partnerships for Tobacco Control’s Essential Action program helps to support and strengthen international tobacco control activities at the grassroots level. The program pairs groups in the United States and Canada with groups in Asia, Africa, Latin America, Central and Eastern Europe, and the former Soviet Union and helps them initiate meaningful shared activities. Global Partnerships for Tobacco Control P.O. Box 19405 Washington, DC 20036 202-387-8030 (phone) / 202-234-5176 (fax) [email protected] (e-mail) www.essentialaction.org/tobacco

Healthy People 2010 Healthy People 2010 is the federal blueprint for public health for the next 7 years. The set of health objectives can be used by individuals, states, communities, professional organizations, and others in developing pro grams to improve health. Healthy People 2010’s two main goals are: 1) to help individuals of all ages increase their life expectancy and improve their quality of life, and 2) to eliminate health disparities among different segments of the population. Each of the 28 focus-area chapters contains a concise goal statement that frames the overall purpose of the focus area. www.health.gov/healthypeople/About/goals.htm

Healthy People 2010 Companion Document for Lesbian, Gay, Bisexual, and Transgender (LGBT) Health Published by the Gay and Lesbian Medical Association, this document is a comprehensive look at the Lesbian, Gay, Bisexual, and Transgender (LGBT) community and is intended for health care consumers, providers, researchers, educators, government agencies, schools, clinics, advocates, and health professionals in all set tings. The document focuses on about 120 objectives and 12 focus areas from Healthy People 2010. www.glma.org/policy/hp2010/index.html

Join Together Online (JTO) Join Together Online (JTO) is a national Web resource for communities fighting substance abuse. JTO offers tobacco facts, the latest news on tobacco, and links to tobacco control resources. The site also has a Tobacco Information Packet, a technical assistance packet that includes a list of national organizations, publications, community stories, and community leaders with expertise in tobacco.

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Join Together Online One Appleton Street, Fourth Floor Boston, MA 02116-5223 617-437-1500 (phone) / 617-437-9394 (fax) [email protected] (e-mail) www.jointogether.org/sa

Media Literacy for Prevention, Critical Thinking, Self Esteem Media Literacy for Prevention, Critical Thinking, Self Esteem provides a Web site that presents the work of Dr. Peter DeBenedittis and provides articles and tools for teaching media literacy. www.medialiteracy.net

National Alliance for Hispanic Health The National Alliance for Hispanic Health is the oldest and largest network of health and human service providers, serving more than 10 million Hispanic consumers throughout the United States. The alliance’s Hispanic youth tobacco policy and leadership initiative, Nuestras Voces, is an effort to give a policy voice to Hispanic youth in the tobacco control movement. Nuestras Voces brings together Hispanic community-based organizations in five sites to implement local action plans against the strategic marketing of tobacco products to Hispanic youth. National Alliance for Hispanic Health 1501 16th Street NW Washington, DC 20036 202-387-5000 (phone) / 202-797-4353 (fax) [email protected] (e-mail) www.hispanichealth.org

National Association of Attorneys General (NAAG) The National Association of Attorneys General (NAAG) promotes coordination, cooperation, and communica tion among U.S. attorneys general. NAAG’s Web site offers information on the Master Settlement Agreement, including the full text of the agreement, information on state and industry participants, and other information on tobacco settlement issues. National Association of Attorneys General 750 First Street NE, Suite 1100 Washington, DC 20002 202-326-6000 (phone) / 202-408-7014 (fax) www.naag.org

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National Association of County and City Health Officials (NACCHO) The National Association of County and City Health Officials (NACCHO) provides education, information, research, and technical assistance to local health departments and facilitates partnerships among local, state, and federal agencies to promote and strengthen public health. NACCHO’s Tobacco Prevention and Control Project aims to strengthen local health departments’ ability to engage in tobacco use prevention and control. NACCHO’s Web site offers a number of tobacco control resources and links, including “Program and Funding Guidelines for Comprehensive Local Tobacco Control Programs.” National Association of County and City Health Officials 1100 17th Street NW, Second Floor Washington, DC 20036 202-783-5550 (phone) / 202-783-1583 (fax) www.naccho.org

National Association of Lesbian and Gay Addiction Professionals (NALGAP) The National Association of Lesbian and Gay Addiction Professionals (NALGAP) works to prevent and treat alcoholism, substance abuse, and other addictions in the lesbian, gay, bisexual, and transgender (LGBT) communities. NALGAP’s mission is to confront prejudice in the delivery of services to LGBT people and to advocate for LGBT-affirming programs and services. NALGAP provides information, training, networking, advocacy, and support for addiction professionals, individuals in recovery, and others concerned about LGBT health. National Association of Lesbian and Gay Addiction Professionals 901 North Washington Street, Suite 600 Alexandria, VA 22314 703-465-0539 (phone) / 703-741-6989 (fax) www.nalgap.org

National Association of Lesbian, Gay, Bisexual, and Transgender Community Centers (NALGBTCC) The National Association of Lesbian, Gay, Bisexual, and Transgender Community Centers (NALGBTCC) works to sustain and empower its 107 member community centers in 36 states, while encouraging the creation of new centers. The association supports a CDC Tobacco Prevention and Control Initiative. www.lgbtcenters.org

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National Association of Local Boards of Health (NALBOH) The National Association of Local Boards of Health (NALBOH) is a nonprofit organization that represents the interests of local boards of health. NALBOH published a national survey of the legal authority for tobacco control of local boards of health and other local, state, and federal governmental agencies. NALBOH’s Web site provides tobacco control and prevention resources. National Association of Local Boards of Health 1840 East Gypsy Lane Bowling Green, OH 43402 419-353-7714 (phone) / 419-352-6278 (fax) [email protected] (e-mail) www.nalboh.org

National Coalition for Women Against Tobacco The National Coalition for Women Against Tobacco, which was founded by the American Medical Women’s Association, aims to increase awareness of the dangers of tobacco use and exposure and to provide leadership in helping the global community of women and girls to lead tobacco-free lives. www.womenagainst.org

National Governors Association (NGA) The Center for Best Practices of the National Governors Association (NGA) focuses on state innovations and best practices on a range of issues, including tobacco control. The NGA publishes an annual issue of briefs on the spending initiatives from tobacco settlement revenues, tracks spending decisions and legislation related to the Master Settlement Agreement, and provides information and technical assistance to states as they develop and reexamine spending decisions. The NGA Web site offers information on the tobacco settlement, including initiatives in each state. National Governors Association Hall of States 444 North Capitol Street NW, Suite 267 Washington, DC 20001-1512 202-624-5300 (phone) / 202-624-5313 (fax) www.nga.org

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National Indian Health Board (NIHB) The National Indian Health Board (NIHB) represents tribal governments that operate their own health care delivery systems or receive health care directly from the Indian Health Service (IHS). The NIHB conducts research, policy analysis, program assessment and development, national and regional meeting planning, project management, and training and technical assistance programs. These services are provided to tribes, area health boards, tribal organizations, federal agencies, and private foundations. The NIHB presents the tribal perspective while monitoring federal legislation and networking with other national health care organizations. National Indian Health Board

National Indian Health Board

101 Constitution Avenue, NW, Suite 8-B09

Albuquerque Area Office, 2301 Renard Place SE, Suite 101

Washington, DC 20001

Albuquerque, NM 87106

202-742-4262 (phone) / 202-742-4285 (fax)

505-764-0036 (phone) / 505-764-0466 (fax)

www.nihb.org

National Latino Council on Alcohol and Tobacco Prevention (LCAT) The National Latino Council on Alcohol and Tobacco Prevention (LCAT) works to reduce the harm caused by alcohol and tobacco use in the Latino community, using research, policy analysis, education, training, and information dissemination. National Latino Council on Alcohol and Tobacco Prevention 1875 Connecticut Avenue NW, Suite 732 Washington, DC 20009 202-265-8054 (phone) / 202-265-8056 (fax) [email protected] (e-mail) www.nlcatp.org

National Latina/o Lesbian, Gay, Bisexual, and Transgender Organization The National Latina/o Lesbian, Gay, Bisexual, and Transgender Organization organizes Latina/o lesbian, gay, bisexual, and transgender (LGBT) communities on the local, regional, national, and international levels. The organization addresses the need to overcome social, health, and political barriers faced because of sexual orientation, gender identity, and ethnic background. National Latina/o Lesbian, Gay, Bisexual, and Transgender Organization 1420 K Street NW, Suite 200 Washington, DC 20005 202-408-5380 (phone) / 202-408-8478 (fax) www.llego.org

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National Network of Libraries of Medicine The National Network of Libraries of Medicine is responsible for eight regional medical libraries, each with a large geographic area. These regional libraries maintain information about local libraries that provide health information and database searches. National Network of Libraries of Medicine 800-338-7657 (toll-free)

National Oral Health Information Clearinghouse (NOHIC) The National Oral Health Information Clearinghouse (NOHIC), a service of the National Institutes of Health’s National Institute of Dental and Craniofacial Research, develops and distributes information and educational materials on special care topics. It maintains a bibliographic database on oral health information and materi als and provides information services. Trained staff respond to specific interests and questions in the area of special care. National Oral Health Information Clearinghouse ATTN: SH 1 NOHIC Way Bethesda, MD 20892-3500 301-402-7364 (phone) / 301-907-8830 (fax) [email protected] (e-mail) www.nohic.nidcr.nih.gov

Office of Minority Health Resource Center The Office of Minority Health Resource Center responds to information requests from health professionals and consumers on minority health issues and locates sources of technical assistance. It also provides referrals to relevant organizations and distributes materials. Spanish-speaking operators are available. Office of Minority Health Resource Center P.O. Box 37337 Washington, DC 20013-7337 800-444-6472 (toll-free) / 301-251-2160 (fax) www.omhrc.gov

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The Onyx Group The Onyx Group is a consulting firm that provides marketing communications, qualitative research, strategic planning, diversity services, program development, and training, with particular emphasis on tobacco control, health promotion, coalition building, youth services, and education. The firm develops culturally competent products and media for target markets, including communities of color, women, youth, older adults, and rural, urban, and other underserved populations. The Onyx Group P.O. Box 60 Bala Cynwyd, PA 19004 610-617-9971 (phone) / 610-617-9972 (fax) [email protected] (e-mail) www.onyx-group.com

Oral Health America Foundation The Oral Health America Foundation develops resources for the improvement and promotion of the nation’s oral health. Its National Spit Tobacco Education Program (NSTEP) informs the public that the use of spit (smokeless) tobacco is not a safe alternative to smoking and can lead to oral cancer. The foundation offers literature on spit tobacco and information on cessation for health care professionals and the public. Oral Health America Foundation 410 North Michigan Avenue, Suite 352 Chicago, IL 60611-4211 312-836-9900 (phone) / 312-836-9986 (fax) www.oralhealthamerica.org

Robert Wood Johnson Foundation (RWJF) The Robert Wood Johnson Foundation (RWJF) works to improve the health and health care of all Americans. It concentrates on awarding grants in three areas: 1) ensuring that all Americans have access to basic health care at reasonable cost, 2) improving care and support for people with chronic health conditions, and 3) promoting health and preventing disease by reducing the harm caused by substance abuse, tobacco, alcohol, and illicit drugs. Robert Wood Johnson Foundation P.O. Box 2316 Route 1 and College Road East Princeton, NJ 08543-2316 888-631-9989 (toll-free)/ 609-627-6401 (fax) www.rwjf.org

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Society for Research on Nicotine and Tobacco (SRNT) The Society for Research on Nicotine and Tobacco (SRNT) sponsors scientific meetings and publications fostering the exchange of information on the biological, behavioral, social, and economic effects of nicotine. It supports scientific research on public health efforts for the prevention and treatment of tobacco use. SRNT provides the means by which various legislative, governmental, regulatory, and other public agencies and the drug industry can obtain expert advice and consultation on critical issues concerning tobacco use, nicotine dependence, and therapeutic uses of nicotine. The society’s publications include newsletters, Nicotine and Tobacco Research, and abstracts from its annual meetings. Society for Research on Nicotine and Tobacco 7600 Terrace Avenue, Suite 203 Middleton, WI 53562 608-836-3787 (phone) / 608-831-5485 (fax) [email protected] (e-mail) www.srnt.org

The Tobacco Control Resource Center, Inc., & The Tobacco Products Liability Project The Tobacco Products Liability Project, which was founded by doctors, academics, and lawyers, encourages and coordinates product liability suits against the tobacco industry, as well as legislative and regulatory initia tives to control the sale and use of tobacco as a public health strategy. The project provides legal assistance to states and municipalities attempting to pass tobacco control measures. The Tobacco Control Resource Center, Inc. Northeastern University School of Law 400 Huntington Avenue Boston, MA 02115 617-373-2026 (phone) / 617-373-3672 (fax) [email protected] (e-mail) www.tobacco.neu.edu

Tobacco Industry Documents The CDC’s Web site includes a section that facilitates access to tobacco industry documents. It provides links to and descriptions of other Internet sites with tobacco industry documents, as well as search access to three tobacco industry indexes. www.cdc.gov/tobacco/industrydocs/index.htm

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University of California, San Francisco, Tobacco Control Archives The Tobacco Control Archives is a central, organized source of tobacco-related information. Its purpose is to collect, preserve, and provide access to papers, unpublished documents, and electronic resources relevant to tobacco control issues, primarily in California. The University of California, San Francisco (UCSF), also houses the Legacy Tobacco Documents Library, a digital library of internal tobacco industry documents from tobacco company files and two additional collections from the Tobacco Control Archives. The Library and Center for Knowledge Management University of California, San Francisco [email protected] (e-mail) www.library.ucsf.edu/tobacco www.legacy.library.ucsf.edu (Legacy Tobacco Documents Library)

University of North Carolina, School of Public Health, Minority Health Project The Minority Health Project (MHP) is designed to improve the quality of available data on racial and ethnic populations, to increase the ability of minority health researchers to conduct statistical research and develop research proposals, and to foster a network of researchers in minority health. MHP conducts educational programs (including the Annual Summer Public Health Research Institute and Videoconference on Minority Health), provides information on research and sources of data on minority health, and maintains an extensive set of links to related Web sites. Minority Health Project Department of Maternal and Child Health UNC School of Public Health Campus Box 7445 Chapel Hill, NC 27599-7445 919-843-6934 (phone) / 919-966-6735 (fax) [email protected] (e-mail) www.minority.unc.edu

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National Clearinghouses Media Campaign Resource Center (MCRC) The CDC’s Media Campaign Resource Center (MCRC) provides access to ads developed by a number of states and federal agencies as well as guidance and technical assistance on developing an ad campaign. Media Campaign Resource Center Office on Smoking and Health Centers for Disease Control and Prevention 4770 Buford Highway NE, MS K-50 Atlanta, GA 30341-3717 770-488-5705, press 2 (phone) [email protected] (e-mail) www.cdc.gov/tobacco/mcrc

National Health Information Center (NHIC) The National Health Information Center (NHIC) helps the public and health professionals find information on tobacco and other topics through an information and referral system and publications. It uses a database con taining descriptions of health-related organizations to refer inquirers to the most appropriate resources. It also prepares and distributes publications and directories on health promotion and disease prevention topics. National Health Information Center P.O. Box 1133 Washington, DC 20013-1133 800-336-4797 (toll-free) / 301-565-4167 (phone) / 301-984-4256 (fax) www.health.gov/nhic www.healthfinder.gov

National Women’s Health Information Center The National Women’s Health Information Center is supported by the Office on Women’s Health (which is a part of the U.S. Department of Health and Human Services). Its Web site offers a variety of resources and information tailored for women. www.4women.org

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State Campaigns and Clearinghouses Arizona Tobacco Education and Prevention Program (TEPP) www.tepp.org Arizona Tobacco Information Network Clearinghouse www.tepp.org/atin/clearinghouses/index.htm

California For A Voice www.foravoice.com California Department of Health Services, Tobacco Control Section www.dhs.cahwnet.gov/tobacco/index.htm California Tobacco Education Media Campaign (TEMC) www.dhs.ca.gov/tobacco/html/media.htm Tobacco Education Clearinghouse of California (TECC) P.O. Box 1830

Santa Cruz, CA 95061-1830

800-258-9090, ext. 234 (toll-free) / 831-438-3618 (fax)

www.etr.org/TECC

Delaware Delaware Tobacco Prevention and Control Program www.state.de.us/dhss/dph/impact.htm

Florida Florida Online Tobacco Education Resources www9.myflorida.com/tobacco/index.html Florida Tobacco Control Clearinghouse www.ftcc.fsu.edu Students Working Against Tobacco http://swatonline.proboards20.com/

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Tools and Tactics for Fighting Big Tobacco www.ftcc.fsu.edu/teensite/main-page.cfm Truth www.wholetruth.com

Georgia UNITE Georgia www.unitegeorgia.com Georgia Alliance for Tobacco Prevention www.gatobaccoprevention.org

Illinois Reality Illinois www.realityillinois.com

Indiana Indiana Tobacco Prevention and Cessation Program www.in.gov/itpc/statePartners.asp White Lies www.whitelies.tv

Iowa Iowa Division of Tobacco Use Prevention and Control www.idph.state.ia.us/tobacco

Kansas Kansas Department of Health and Environment, Tobacco Use Prevention Program www.kdhe.state.ks.us/tobacco Tobacco Free Kansas Coalition www.tobaccofreekansas.org TASK www.kstask.org

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Kentucky Kentucky Action www.kyaction.com Kentucky Health Action for Kids www.khik.org/thecampaign.htm

Louisiana Louisiana Tobacco Prevention Program www.dhh.state.la.us/OPH/chrondis/Tobacco/Tobacco.htm

Maryland Smokefree Maryland Coalition www.smokefreemd.org/initiative Smoking Stops Here www.SmokingStopsHere.com

Massachusetts Get Outraged www.getoutraged.com Massachusetts Tobacco Control Program www.state.ma.us/dph/mtcp/home.htm Massachusetts Tobacco Media Education Campaign www.state.ma.us/dph/mtcp/media.htm Massachusetts Tobacco Education Clearinghouse www.jsi.com/health/mtec/home.htm (Tobacco Education Materials Catalog) Trytostop.org www.trytostop.org

Minnesota Minnesota Partnership for Action Against Tobacco www.mpaat.org

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Minnesota Department of Health, Tobacco Prevention and Control Program www.health.state.mn.us/divs/fh/assist/tpc.html Minnesota Youth Tobacco Prevention Initiative www.mntobacco.net Target Market www.tmvoice.com

Mississippi Question It www.questionit.com Partnership for a Healthy Mississippi www.healthy-miss.org

Missouri Missouri Comprehensive Tobacco Use Prevention Program www.dhss.state.mo.us/MTCPUpdate

Montana Tobacco Media Campaign: Montana Tobacco Use Prevention Program (MTUPP) www.dphhs.state.mt.us/hpsd/pubheal/disease/tobacco/media.htm

New Jersey Reaching Everyone by Exposing Lies (REBEL) www.njrebel.com

New Mexico New Mexico Tobacco Use Prevention and Control (TUPAC) Program www.health.state.nm.us/TheStink/pop_up.html

New York New York City Department of Health and Mental Hygiene, Tobacco Control Program www.ci.nyc.ny.us/html/doh/html/smoke/smoke.html New York State Smoker’s Quitsite www.nysmokefree.com

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North Carolina North Carolina Tobacco Prevention and Control Branch www.communityhealth.dhhs.state.nc.us/tobacco.htm

Ohio Stand www.standonline.org

Oklahoma Students Working Against Tobacco www.okswat.com

Oregon Oregon Tobacco Prevention and Education www.dhs.state.or.us/publichealth/tobacco/index.cfm Oregon Tobacco Quitline www.oregonquitline.org

Pennsylvania Coalition for a Tobacco Free Pennsylvania www.tobaccofreepa.org

Texas Duck Texas www.ducktexas.com

Utah Tobacco Free Utah www.tobaccofreeutah.org

Virginia ydoyouthink www.ydoyouthink.com

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Washington Unfiltered TV www.unfilteredtv.com Washington State’s Unfiltered: Online Reality Show www.outrageavenue.com Washington State Tobacco Prevention and Control Program www.doh.wa.gov/Tobacco

Wisconsin Had Enough? www.hadenoughwisconsin.com Tobacco Control Resource Center for Wisconsin 1552 University Avenue Madison, WI 53726 800-248-9244 (toll-free)/ 608-262-6346 (fax) [email protected] (e-mail) www.tobwis.org

Electronic Mailing Lists Entertainment Media List The entertainment media list provides information, sharing, and event updates on the depiction of tobacco in film, TV, and music. To join, send an e-mail message to Melissa Havard at [email protected].

GLOBALink: The International Tobacco Control Network GLOBALink: The International Tobacco Control Network, which is sponsored by the Europe Against Cancer Programme, supports the international tobacco community. It provides news bulletins, electronic confer ences, access to tobacco control documents, reports, and e-mail service from more than 1,500 tobacco control professionals and advocates from more than 100 countries. www.GLOBALink.org

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Media Network The Media Network joins media specialists from tobacco control programs in states and national organiza tions on monthly conference calls to share information about current media topics and to learn about tobacco counter-marketing from a variety of experts and guest speakers. Between calls, Media Network members receive electronic newsletters. To join, send an e-mail message to Diane Beistle at [email protected].

SmokeScreen Action Network This network provides a forum for antitobacco discussion locally and nationally. You may subscribe to the lists of your choice or start your own e-mail list (see below). www.smokescreen.org

SmokeScreen E-Mail Lists [email protected] This list provides a private discussion among 135 participants about all topics related to tobacco and aging. [email protected] [email protected] This public announcement list distributes announcements from Americans for Nonsmokers’ Rights (ANR). It focuses on activities that support local clean indoor air ordinances and oppose preemption bills. The list is useful for exposing front groups. [email protected] [email protected] This list supports the Addressing Tobacco in Managed Care (ATMC) project, supported by the University of Wisconsin and the American Association of Health Plans, funded by the Robert Wood Johnson Foundation. The Health Alliance Plans in Detroit and the Prudential Center for Health Care Research in Atlanta partner with the American Association of Health Plans, to form the National Technical Assistance Office for ATMC. [email protected] [email protected] This private announcement list serves 3,839 participants. It keeps subscribers aware of federal develop ments, helps move the news, follows hot topics, supports creative interaction, and is useful in support of media advocacy activities. [email protected]

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[email protected] Serving 648 subscribers, this forum provides a once-a-day mailing that reports on important finds from the 39 million formerly secret tobacco industry documents. [email protected] [email protected] This small, highly focused public discussion list is devoted to technical issues surrounding the organization and categorization of tobacco industry documents. [email protected] [email protected] This counterpart private discussion list engages 72 participants in active conversation about documents available online. [email protected] [email protected] This forum, founded by the ANR, serves 167 participants with announcements, news, and developments surrounding secondhand smoke. [email protected] [email protected] Created by ANR, this discussion list focuses on secondhand smoke issues, particularly local ordinance activity. [email protected] [email protected] This list notifies members of the media of late-breaking tobacco news and events. [email protected] [email protected] Serving 1,494 participants, this list takes on a public announcement format. Stan Glantz, a professor of medicine at the University of California at San Francisco, uses this forum to instigate action (e.g., getting the voluntary associations in Florida to take a public stand against legislation to protect the tobacco industry from the Engle jury) and then announces the development to the public. [email protected] [email protected] This private discussion list serves 199 participants with announcements from the Technical Assistance Legal Center, which provides free technical assistance to California communities seeking to restrict tobacco advertising and promotions, limit tobacco sales, or divest their pension funds from tobacco stocks. [email protected]

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[email protected] This private list is rich in policy strategy and is helpful for litigation support. Expert witnesses can access this forum before their testimonies, ask for help on esoteric topics, or get answers to specific questions. The Tobacco Products Liability Project is active and helpful on this list. [email protected]

News Services PR Newswire This Web site’s search engine lets you track tobacco companies’ press releases. http://biz.yahoo.com/prnews

Tobacco Documents Online This collection of tobacco industry documents is searchable and constantly growing in capacity and capability. www.tobaccodocuments.org

Tobacco.org This Web site provides daily quotes on tobacco (pro and con), customizable news, and everything that you need to keep on top of the tobacco conglomerates. Its news database contains summaries of every article concerning tobacco published in four national papers: USA Today, Wall Street Journal, Washington Post, and New York Times. www.tobacco.org

Tobaccoresolution.com This Web site contains links to the tobacco companies’ online collections of industry documents made available as a result of litigation. www.tobaccoresolution.com

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Glossary

Advertising threshold. The level of message exposure that is required to make an impact with your target audience. Appeal. A message quality that can be tailored to one’s target audience(s). This term refers to the motivation within the target audience that a message strives to encourage or ignite (e.g., appeal to the love of family, appeal to the desire to be accepted by peer group). Attitudes. An individual’s predispositions toward an issue, object, person, or group, which influence his or her response to be either positive or negative, favorable or unfavorable. Audience. The number of people or households that are potentially exposed to a counter-marketing tactic (e.g., radio ad, grassroots event, newspaper article) or other intervention. Audience profile. A formal description of the characteristics of the people who make up a target audience. Some typical characteristics useful in describing audiences include media habits (e.g., newspaper and magazine read ership, television [TV] viewership, radio listenership, and Internet use), family size, residential location, educa tion, income, lifestyle preferences, leisure activities, religious and political beliefs, level of acculturation, ethnicity, ancestral heritage, consumer purchases, and psychographics. An audience profile can help you to develop more effective media messages and interventions based on an improved understanding of the audience. Audience segment(s). A group of people who share a set of common characteristics. On the basis of these sim ilarities, one can develop program elements and communications activities that are likely to be successful with most members of the segment. Audience segmentation. The process of dividing up or grouping a large target audience into smaller groups based on common characteristics related to behaviors or predictors of behavior. Audience segmentation will help you to target media messages and key strategies more precisely. Barriers (or audience barriers). Hindrances to desired change. These may be factors external or internal to audience members themselves (e.g., lack of information about health effects of tobacco use, the belief that fate causes illness and one cannot alter fate, lack of access to cessation services). Baseline study. The collection and analysis of data regarding the target audience or environment before an intervention. Generally, baseline data are collected to provide a point of comparison to the data collected during the intervention and at its conclusion. Bonus weight/time. Additional advertising space or time given as a “bonus” by the media outlets for buying ad time. Central location intercept interviews. A method for pretesting messages and materials. It involves “intercepting” potential intended audience members at a high-traffic location (such as a shopping mall), asking them a few Glossary

331

questions to see if they fit the intended audience’s characteristics, sometimes showing them a message or materials, and administering a questionnaire of predominantly closed-ended questions. Because respondents form a conven ience sample, the results cannot be projected to the population. Also called mall intercept interviews. Channels (also called vehicles). The routes or methods used to reach a target audience (e.g., mass media channels include TV, radio, newspapers, and magazines; interpersonal channels include parents and health professionals; organizational channels include faith-based organizations; community channels include com munity events, such as health fairs and sporting events). Closed-ended questions. Questions worded to provide respondents with a set number of possible response choices (e.g., multiple-choice, yes/no, scales). Communication check (or “comm check”). In advertising, a type of pretest to measure whether the messages and impressions played back by the audience after viewing the ad (the overall “take away”) are as intended. Communications plan (sometimes called media campaign plan). A written strategy document that details the framework and establishes the foundation for your communications activities. A communications or media campaign plan serves as a guide to help achieve the program goals by delineating choices made about factors such as audiences, messages, and media vehicles. Community channel. A communications channel in which messages are disseminated at the community level (e.g., library, supermarket, house of worship, municipal swimming pool). Concept testing. The process of 1) learning about the target audience’s responses to possible concepts on which you might base your message, and 2) assessing which of the concepts is most persuasive and has the greatest likelihood of changing attitudes and behaviors. This process usually requires qualitative research such as focus groups. Control group. A group that is randomly selected and matched to the target population according to charac teristics identified in the study to permit a comparison between the changes for those who receive the inter vention and those who do not. Convenience samples. Samples of respondents in research studies who are typical of the target audience and who are easily accessible. No attempt is made to collect a probability sample, and convenience samples are not statistically representative of the entire population being studied. Therefore, findings from studies using convenience samples cannot be generalized. Copy. The written text in print materials (e.g., ads, newspaper articles, books) or the spoken words in radio or TV (e.g., ads). This term is also used more broadly to signify a whole ad or body of ads. For example, someone might make reference to needing to develop new copy for the following year’s campaign. Copy strategy. A short and simple statement that outlines your specific communications approach for an ad or a campaign (e.g., the message to be conveyed, the intended outcome, the benefit offered to the target 332

Glossary


audience in exchange for making the desired change, and the character or tone of the advertising). The copy strategy guides the advertising agency as they develop new advertising or other materials. Counter-advertising (or tobacco counter-advertising). Any advertising efforts aimed at countering the tobacco industry advertising and other protobacco influences. Counter-advertising seeks to counter these protobacco messages and influences with persuasive prohealth, antitobacco messages. These can take many forms, including TV, radio, billboards, print ads, outdoor and transit advertising, and cinema advertising. Counter-marketing (or tobacco counter-marketing). Marketing and communications efforts aimed at coun tering the marketing efforts (including but not limited to advertising) of the tobacco industry and other proto bacco influences. Counter-marketing can include efforts such as media advocacy, media relations, in-school curriculum programs, sponsorships, and promotions, as well as counter-advertising through paid media channels, such as TV, radio, billboards, the Internet, and print media. Creative. This word is typically used as a noun in the advertising industry and has two meanings: 1) the adver tising agency staff (artists and writers) who create advertising ideas and concepts are called “creatives,” and 2) the body of work that the creatives produce is called “the creative” and is always used in singular form. Creative brief. A document that guides the agency’s creative team in developing concepts, messages, and materials. It includes elements such as the goal and main messages of the communications piece(s), the actions you want the target audience to take and barriers to those actions, the demographic and psycho graphic characteristics of the audience, and other key insights about the audience that should be considered when developing the communications piece(s). Cultural competence. An organizational and philosophical commitment to, and actions based on, recogniz ing the cultural differences and similarities within, among, and between groups, including their history, cul ture, context, geography, and other factors. Cultural diversity. The range of differences in race, ethnicity, religion, or nationality among various groups within a community, state, region, or nation. Culturally appropriate. Demonstration of sensitivity to cultural similarities and differences, and effective use of cultural symbols and language to communicate messages. Culture. The shared values, traditions, norms, customs, arts, history, folklore, and institutions of a group of people who are unified by race, ethnicity, language, nationality, or religion. Demographics. Data, such as gender, age, ethnicity, income, or education, which can be collected from a tar get audience and which can be useful for defining the target audience and understanding how to communi cate more effectively with them. Earned media (also called free media or news making). Coverage of your story without paying for media placements. Examples include letters to the editor, op-eds, coverage of press conferences, appearances on talk Glossary

333

shows or local news programs, and on-air or print interviews. Such coverage is called “earned media” because you have to develop materials (e.g., news releases, press kits), work with reporters (e.g., by holding press con ferences, proactively contacting reporters), and expend resources to get it; however, you do not pay for the placement of the messages in the stories. Executions (or creative executions). Different creative approaches for communicating the same message strategy, usually involving variations in copy, tone, casting, setting, wardrobe, music, etc. Typically each ad campaign will develop, and perhaps use, several different executions, with each execution being a unique way to communicate the same main message. Editorial. Articles expressing opinions that appear on the editorial page of a newspaper or magazine, separate from the news stories. They are usually not signed by an individual because they are seen as representing the official position of the publication. Flight. The period of time over which a set of ads is broadcast. For example, media campaign managers typically buy media in “flights” of 3 to 6 weeks. They may go off the air for several weeks, then return for additional flights. Focus groups. A qualitative research method in which a skilled moderator, using a discussion guide of openended questions, facilitates a 1- to 2-hour discussion among 5 to 10 participants who are encouraged to talk freely and spontaneously. The discussion guide is developed on the basis of the goals of the research and on what information about the participants is sought. As new topics related to the material emerge, the modera tor asks additional questions to learn more. Focus groups are often used during the planning and develop ment stages to identify previously unknown issues or concerns, or to explore reactions to potential actions, benefits, concepts, or communications materials. Formative evaluation. Evaluation research conducted during program development. May be used to pretest concepts, messages, and materials, and to pilot test interventions and programs. Formative research. Research conducted during the development of a program to help decide on and describe the target audience, understand the factors that influence their behavior, and determine the best ways to reach them. It looks at behaviors, attitudes, and practices of target groups; involves exploring behavioral determinants; and uses primarily qualitative methods to collect and analyze data. Formative research may be used to complement existing epidemiologic and behavioral data to assist in program planning and design. Framing. The process of developing a particular perspective on a news story to maximize its news value and to ensure that it is presented in a way that supports your policy goals. News coverage can provide visibility, credi bility, and legitimacy to the issue being covered, and can help set public and policy agendas. ■

Framing for access—Shaping a story to attract journalists’ attention and to interest the media in

covering the story.

■

Framing for content—Shaping a story to ensure that the content supports your point of view and

your policy goals.

334

Glossary


Frequency. Used in advertising to describe the average number of times an audience is exposed to a specific media message over a certain period of time (usually 4 weeks). Gatekeeper. An organization or individual you must work with before you can reach a target population (e.g., a schoolteacher) or accomplish a task (e.g., a TV public service director). Gatekeepers may be leaders in the community or have access to and knowledge about a group of people you are trying to reach. Goal. The overall health improvement or other significant advance that a program, organization, or agency strives to create. Health behavior. An action performed by an individual that can negatively or positively affect his or her health (e.g., smoking, exercising). Health communication. The study and use of communications strategies to inform and influence individual and community decisions related to health. Impact evaluation (also called outcome evaluation and summative evaluation). The systematic collection of information to assess the impact of a program and to measure the extent to which a program has accom plished its stated goals and objectives. This information can be used to make conclusions about the merit or worth of a program, and to make recommendations about future program direction or improvement. In-depth individual interview. A qualitative research method that involves a one-on-one discussion during which a trained interviewer guides an individual through a discussion about selected topics, allowing the respondent to talk freely and spontaneously. The structure and interviewing style are less rigid than in quanti tative, interviewer-administered surveys. This technique is often used during the planning and development stages to identify previously unknown issues or concerns, or to explore reactions to potential actions, benefits, or concepts, or communications materials. Indicator. A specific, observable, and measurable characteristic or change that shows the progress a program is making toward achieving a specified outcome. For example, the “number of days that you smoked during the past 30 days” is an indicator of smoking behavior. Researchers often use several indicators to represent a complex concept such as behavior. Intermediaries. Organizations, such as professional, industrial, civic, social, and fraternal groups, that act as channels for distributing program messages and materials to members of the desired target audience. Interpersonal channel. A communications channel that involves the dissemination of messages through one-on-one communication (e.g., mentor to student, friend to friend, pharmacist to customer). Language. Includes form and pattern of speech. It may be spoken or written, and it is used by residents or descendants of a particular area, region, or nation or by a large group of people. Language can be formal or informal and includes dialect, idiomatic speech, and slang.

Glossary

335

Local media. Media whose coverage and circulation are confined to, or concentrated in, markets that are smaller than a state. Usually, they offer different sets of rates to national and local advertisers. Logic model. A systematic and visual way to present the perceived relationships among the resources you have to operate the program, the activities you plan to do, and the changes or results you hope to achieve. Marketing. The process of planning and executing the conception, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy consumers. Media. Channels for disseminating your message and materials. Mass media include TV, radio, newspapers, magazines, billboards, public transportation, direct mailings, Web sites, and others. Media advisory. A submission to media outlets that provides basic information (who, what, when, where, why) about an upcoming event with opportunities for interviews and/or photographs. Advisories are usually not more than one page. Media advocacy. The strategic use of media and community advocacy to advance social or policy change. Media advocacy can reframe issues; shape public discussion; or build support for a policy, point of view, or environmental change. Instead of using vehicles to send messages to the community, media advocacy works with the community to create messages to help change the environment within which the community lives. Media alert. A short (two- to three-paragraph) announcement to the media alerting them to new information or a new development on an issue. It provides the “who, what, when, where, and how” and generally little other information. Media campaign plan. See communications plan. Media kit (also called press kit, press packet, or information kit). A packet (usually a folder) that includes items explaining a program or health issue to the media. It contains a lead or main press release and related elements (e.g., brochures, fact sheets, contact information, and camera-ready photographs or images) that tell a complete story to the press. Media literacy. The ability to analyze, evaluate, and produce media in various forms. It involves the examina tion of the techniques, technologies, and institutions that are involved in media production, the ability to deconstruct and critically analyze media messages to identify the sponsor’s motives, and the recognition of the role that audiences play in taking meaning from those messages. It also involves the ability of individuals to construct or compose media messages representing their (the intended audience’s) point of view. Media placement plan (or media buy plan or media plan). The specific schedule of paid placements that have been negotiated for an ad or set of ads. The media placement plan details the times and programs dur ing which TV and radio ads will be aired, the locations and sizes of billboards that will be placed, the maga zines, issues, and specific placements into which print ads will be placed, etc. The media placement plan also contains a summary of target audience reach and frequency, typically per 4-week period. 336

Glossary


Media relations. Establishing a positive working relationship between individuals in your organization and members of the news media to increase the likelihood that your issue will be covered favorably, thus helping to advance your program goals. Media relations includes getting to know individual reporters (including the scope of their work and their interest areas); serving as a reliable, proactive provider of credible information about the issue; and being timely and responsive to their requests for interviews, additional contacts, and other resources. Media tracking. The monitoring of radio, TV, and print media over a specified period of time for a specific topic or message. Data gathered can be analyzed for content, slant (positive or negative), location of place ment, or trends in the amount of coverage. Medium. Any media class used to convey a message to the public, such as TV, radio, the Internet, billboards, cable TV, newspapers, neighborhood publications, magazines, comic books, billboards, posters, music, and point-of-purchase displays. Moderator’s guide. A set of questions, probes, and discussion points used by a focus group moderator to help him or her facilitate the group. A guide can also contain reminders of which questions are most important to the research to help the moderator use the discussion time effectively. Objectives. Quantifiable statements describing the intended program achievements necessary to reach a pro gram goal. Objectives should be specific, measurable, achievable, relevant, and time-bound. Op-Ed (Opinion Editorial). A letter, statement, article, or short essay submitted to a newspaper editor by a reader or a representative of an organization. Op-eds usually express a strong opinion or point of view about an issue, and are backed by well-researched and documented facts. They appear on the page opposite the editorial page. Open-ended questions. Questions worded to allow an individual to respond freely in his or her own words, in contrast to closed-ended or fixed-choice questions. Organizational channel. A communications channel in which messages are disseminated at the organization al level (e.g., corporate newsletters, cafeteria bulletin boards). Outcome evaluation. See impact evaluation. Over recruiting. Recruiting more respondents than required to compensate for expected “no shows.” Paid media (also called paid advertising). The placement of messages through advertising on TV, radio, print, outdoor media, the Internet, etc. Because you are paying for these placements, you can control the exact placement and content of the messages, making them very useful in targeting specific audience segments. However, paid advertising can be very expensive, making it difficult to use effectively with a small budget. Partners. Individuals or organizations/agencies that contribute to the efforts initiated by a leader or a head organization/agency. Partners can have a variety of roles (e.g., contribute research data, share evaluation experience, help spread the health message). Glossary

337

Piggybacking. Relating your story to other breaking events in the media as a way of gaining access to the media. Pilot testing. Implementing and evaluating the program in a limited area for a limited amount of time to make program adjustments based on the pilot experience. Pitch letter. A brief, targeted letter or e-mail message that tries to convince a journalist to cover your story by outlining the information that you have to share and why it is valuable. Pitches can also be made by telephone. Pretesting. A type of formative evaluation that involves assessing the target audience’s reactions to your mes sages, materials, or both before they are finalized. This will help you determine if your messages and materials are likely to achieve the intended effect. Primary target audience(s) (or primary audience(s)). The group(s) of individuals you determine are most important for your communications effort to reach and influence. The primary audience is a portion of a larger population selected because influencing that group will contribute most to achieving your campaign’s objectives. You may also choose secondary audiences, but your greatest emphasis will be on achieving your objectives through communication with the primary target audience. Probe. An interviewer technique that is used primarily in qualitative research (e.g., focus groups, individual in-depth interviews) to solicit additional information about a question or issue. Probes should be neutral (e.g., “What else can you tell me about _____?”) rather than directive (“Do you think the pamphlet was suggesting that you take a particular step, such as changing your diet?”). Process evaluation. The systematic collection of information to document and assess how well a program is being implemented. Process evaluation includes assessments such as whether materials are being distributed to the right people and in what quantities, whether and to what extent program activities are occurring, whether and how frequently the audience is being exposed to your ads, and other measures of how and how well the program is being implemented. This information can help you determine whether the original pro gram is being implemented as designed and can be used to improve the delivery and efficiency of the program. Program evaluation. The systematic collection of information about a program’s activities and outcomes for the purpose of making judgments about the program, improving program effectiveness, and informing deci sions about future program development. Psychographics. A set of variables that describes an individual in terms of his or her overall approach to life, including personality traits, values, beliefs, preferences, habits, and behaviors. Psychographics are not usually related to health-specific issues, but more commonly to characteristics such as consumer- or purchase-specific behaviors, beliefs, and values. Psychosocial factors. Variables that describe an individual in terms of preferences and characteristics, such as attitudes, beliefs, values, perceived norms, self-efficacy, and intentions. In many theories of behavior, psycho social factors are assumed to be the determinants of behaviors or the factors that influence whether a behavior is performed. 338

Glossary


Public relations. Using various communications channels, such as earned media, paid advertising, media relations, Web sites, speakers’ bureaus, and/or brochures, to help the public understand your organization, its programs, and its products and services, as well as to build a positive image of them in the community. Public service announcement (PSA). A form of advertising that can be delivered via TV or radio and that is aired free of charge by the media. There is limited control over when or how often a PSA airs, making it difficult to effectively reach specific target audiences. Qualitative research. Research that focuses on in-depth audience insights and information as opposed to col lecting numerical measures. Qualitative research is useful for exploring reactions; collecting information about feelings, impressions, and motivations; and uncovering additional ideas, issues, or concerns. Results from qualitative research cannot be generalized to the whole target audience because the participants don’t constitute a representative random sample, samples are relatively small, and not all participants are asked precisely the same questions. Focus groups and in-depth individual interviews are common types of qualitative research. Quantitative research. Research designed to count and measure knowledge, attitudes, beliefs, and behaviors by asking a large number of people identical (and predominantly closed-ended) questions. Quantitative research yields numerical data that can be analyzed statistically. If the respondents are a representative random sample, quantitative data can be used to make statements about the intended audience as a whole. Quantitative research is useful for measuring the extent to which knowledge, attitudes, or behaviors are prevalent in an audience. Surveys are a common type of quantitative research. Random sample. A sample of respondents in which every member of the target population has an equal chance of being included in the sample. Rating points. Used in media buys to measure the exposure of the audience to an ad. Target rating points (TRPs) and gross rating points (GRPs) are the two main types of rating points. TRPs are obtained by multiply ing the percentage of the target audience potentially reached (“reach”) by the number of times that this per centage will potentially see the message (“frequency”). GRPs are a similar measure of exposure, but among the whole population, rather than just the specific target audience. Often the two terms (TRPs and GRPs) will be used interchangeably to mean exposure among the selected target audience. Rating points are usually, but not necessarily, expressed in 4-week figures. For example, an agency may recommend buying 1,200 rating points over 3 months, which means an average of 400 points per 4-week period. Reach. Used in advertising to describe the percentage of the total target audience exposed to a specific media message during a specific period (usually 4 weeks). Recall. The extent to which respondents remember seeing or hearing a message shown in a competitive media environment. It usually centers on the main idea or the awareness of an ad. Schedule/flow chart. A list or graphic of the media placements that have been bought and when they are going to air or appear.

Glossary

339

Screener. An instrument containing short-answer questions used in the recruitment process for research methods such as focus groups and central location intercept interviews. Interviewees’ answers to the ques tions determine who is eligible to participate in the research. Secondary target audience(s) (or secondary audience(s)). Group(s) of individuals in addition to the primary audience(s) that your communications efforts seek to reach and influence. Secondary audiences may be a subset of the primary audience (e.g., adult Hispanic/Latino smokers, if adult smokers are the primary audi ence); groups that may help reach or influence the primary audience (e.g., parents or teachers, if youth aged 12-17 years old is the primary audience); or other groups that are important for reaching your objectives (e.g., policy makers, if changes in policies and individual behavior are both necessary). Self-administered questionnaires. Questionnaires that are filled out by respondents. These can be distributed by mail, handed out in person, or programmed into a computer. Setting. A location or an environment where the target audience can be reached with a communications effort. For example, a grocery store is a setting where audience members can be reached with educational pamphlets. Social marketing. The application and adaptation of commercial marketing concepts and techniques to the analysis, planning, implementation, and evaluation of programs designed to bring about behavior change of target audiences to improve the welfare of individuals or their society. Social marketing emphasizes thorough market research to identify and understand the intended audience and what is preventing them from adopt ing a certain health behavior and to then develop, monitor, and constantly adjust a program to stimulate appropriate behavior change. Social marketing programs can address any or all of the traditional marketing mix variables—product, price, place, or promotion. Stakeholders. Individuals or organizations that are invested in the program and its outcomes. They include those involved in the campaign’s operation (e.g., managers, staff, funders, partners), those served or affected by the program (e.g., advocacy groups, target group members), and those in a position to make decisions about program efforts. Storyboard. Illustrations and accompanying scripts that represent ideas for scenes for a TV ad. Strategy. The overall approach that a program takes. Effective strategies contribute toward achieving program goals and objectives. Strategies should be based on knowledge about effective counter-marketing; the target audience’s needs and characteristics; and the program’s capabilities, timelines, and resources. Strategy statement. A written document delineating the important choices you have made that will help achieve the campaign’s objectives. The strategy statement should include the target audience profile, the action audience members should take, how they will benefit (from their perspective, not necessarily from a public health perspective), and how you can reach them. This document provides the direction and consisten cy for all program messages and materials for this audience and is broader than a creative brief, which is used for the development of individual materials. 340

Glossary


Style. A message quality that can be tailored to one’s target audience(s). This is a general term that refers to issues such as presenting cartoon figures versus detailed graphs or using embellished text versus short or concise text. Summative evaluation. See impact evaluation. Surveillance. The ongoing, systematic collection, analysis, and interpretation of data essential to planning, implementation, and evaluation of public health programs. For example, this would include assessing at regular time intervals target audience beliefs, attitudes, and behaviors related to tobacco use. Surveillance efforts can also track health outcomes over time. Tailoring. The adaptation of program components to best fit the relevant needs and characteristics of the target population. Talking points. Prepared notes used by a speaker to guide his or her presentation. Often used in preparing for interviews or other interaction with the news media. Target audience (target population). The group of people the program intends to involve and affect in some way. The target audience shares common characteristics that help guide decisions about program development. Theater-style pretesting. A research method in which a large group (usually 50 to 300 people) is gathered in a theater-style setting to view and respond to audiovisual materials such as TV ads. Ads are typically shown embedded in a set of other audiovisuals (programming, other ads, or both) to replicate a more natural viewing environment and to help determine memorability of test materials when shown among other materials. Tobacco counter-advertising. See counter-advertising. Tobacco counter-marketing. See counter-marketing. Tone. A message quality that can be tailored to one’s target audience(s). This term refers to the manner in which a message is expressed (e.g., an authoritative tone, an alarming tone, a friendly tone). Variable. A characteristic of an object of measurement that can take on a range of values (e.g., height, test scores, gender).

Glossary

341

342


Appendix 2.1: Counter-Marketing Planning Worksheet

This worksheet should be used as a guide. Don’t worry about filling in each item in this exact order. Developing a counter-marketing plan is an iterative process; you’ll revise and improve on each step as your campaign pro gresses. The most important thing is that you think through each step and that every activity moves you closer to your goal. Before you complete this worksheet, it would be helpful to review Chapter 2: Planning Your CounterMarketing Program and other relevant information in this manual. The Counter-Marketing Planning Worksheet Guidelines on the following pages provide a quick reference to use in completing the worksheet.

Tobacco Control Goal:

Problem Statement and Background:

Target Audience(s):

Counter-Marketing Program Objective(s):

Strategy Statement:

Activities and Channels:

Opportunities for Collaboration:

Evaluation Plan:

Tasks and Timeline:

Budget and Resources:

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343

Counter-Marketing Planning Worksheet Guidelines Tobacco Control Goal • Base your goal(s) on research, the state’s assessment, or both. • Complete a separate Counter-Marketing Planning Worksheet for each goal, because you need a separate plan for each goal you’re addressing. Make sure overlapping areas are consistent and complementary.

Problem Statement and Background • Describe the problem you’re addressing. Specify the group(s) affected, how it is affected, and the severity of the problem. Give supporting epidemiologic data from current research and scientific literature. • Identify who might be able to positively influence this situation or the affected group(s). • Explain why your agency is addressing the problem. • Assess and list your program’s strengths, weaknesses, opportunities, and threats (SWOTs); its assets and resources; links to or influence with the target audience(s); current activities; and gaps and barriers to achieving the needed change. • Review relevant theories and models.

Target Audience(s) • Define the group(s) you want to reach, the desired results, and how you’ll measure those results. • Select target audience(s). Decide which audience segments represent the highest priority for reach ing your goal. Consider which audience segments are affected disproportionately by tobacco-related health problem(s), which segments can be most easily reached and influenced, and which are large enough to justify intervention. • Describe each group you plan to reach with your campaign. Detail any knowledge you have about how each group is affected, as well as gaps in knowledge to be addressed through market research or other research. Include demographics, cultural and lifestyle characteristics, media preferences (channels, message appeals, activities, and types of involvement in the issue), and other traits that will help you understand how best to reach each group, as well as related feelings, attitudes, knowl edge, and behaviors. • Determine which secondary audience(s) can influence the behavior of your primary audience(s).

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Counter-Marketing Program Objective(s) • Set objectives that reflect the desired results of counter-marketing efforts within the given time frame and resources, and within the context of a comprehensive tobacco control program. • Write objectives that are SMART (specific, measurable, achievable, relevant, and time-bound).

Strategy Statement • To develop a strategy is usually an iterative process; as you learn more about one element, other elements may need to be adjusted. • Write a strategy statement for each target audience that includes: – Description of the target audience – Description of the action you want the audience to take as a result of exposure to

your program, as specified in the objectives

– List of obstacles to taking the action – Description of audience’s perceived benefit of taking the action – Explanation of why the benefit, and the audience’s ability to attain it, will be

credible and meaningful to the audience

– List of potential channels and activities that will reach audience members – Description of image, tone, look, and feel of messages and materials most likely to reach the target audience

Activities and Channels • Assess the current media environment related to your goal, and decide which counter-marketing approach(es) to use, such as advertising, public relations, media advocacy, grassroots marketing, and media literacy training. • Determine for each target audience which approaches (or combination of approaches) best address the problem and your program objectives. • Ask what is the best way to reach each target audience. Select channels and activities that fit your target, budget, time constraints, and resources. Consider the attributes and limitations of each type of channel.

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345

Opportunities for Collaboration • Determine whether you want to recruit partners for collaboration, and consider how many partners would be optimal. • Identify organizations that have similar goals and are willing to work with you. • Be strategic in selecting organizations as partners. Consider which community-based organizations and businesses may help you achieve your goal by providing: – Access to a target audience – Enhanced credibility for your message or program, if the target audience considers the organiza tion to be a trusted source – Additional resources, either financial or in-kind – Added expertise – Cosponsorship of events • Consider the requirements for collaboration with each partner, including time for additional approvals, minor or major changes in the program to match each partner’s needs and priorities, and how these requirements fit with the direction and procedures of your organization.

Evaluation Plan • Develop plans for formative research and evaluation, process evaluation, and outcome evaluation. • Base the design of your evaluation plan on the objectives of the counter-marketing program. Determine the most important questions for the evaluation, the information you’ll need now and in the future, how you’ll gather the information, and how you’ll analyze it to determine whether you’ve met your objectives. • Identify evaluation experts, either internal or external to your agency, who will work with you throughout the design and implementation of your program to develop plans for the various types of evaluation. • Perform formative research (research on the target audience before you develop the countermarketing campaign) to help you gain valuable insights that will guide the development of your message and materials, as well as the channels of delivery. • Conduct formative evaluation (research conducted during the development of your program to pretest and pilot test your interventions, messages, and programs) to determine (1) whether the

346

Appendices


materials you are developing effectively communicate what you intended, and (2) how the target audience will be influenced by your materials. • Perform process evaluation to determine whether your program was implemented as planned. It can answer questions such as: – Did partners contribute as expected? Why or why not? – Did you have the right amount of resources? – Did you schedule enough time for campaign development and implementation? – Was your issue covered by the news media your target audience sees or reads? – Was your issue covered by the media in the way you had hoped? Was your approach to framing the messages reflected in the media coverage? – Have you become a source for journalists covering this issue? • Conduct outcome evaluation to help you answer the following important questions: – Did your counter-marketing program achieve the outcomes you expected? – Did you build awareness of the ads you ran? Of the program elements? – Did the audience recall the campaign’s main messages? – Did the audience increase its knowledge as desired/intended? – Did the audience change beliefs and attitudes as desired? – Did the audience change its behaviors? – What did the target audience think of your campaign? Did members become involved in the program? – Did a policy (e.g., clean indoor air ordinance or tax increase) change as desired?

Tasks and Timeline • List all activities that need to occur before, during, and after implementation of your counter-

marketing program.

• Identify major milestones, such as launch and start dates for specific activities.

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347

• Include smaller tasks to be accomplished from the time you write the plan until the time you intend to complete the program evaluation. By building these tasks into the timeline, you’ll be more likely to remember to assign the work and stay on schedule. • Review and update your task list and timeline regularly. It is a flexible management tool that can help you track your progress.

Budget and Resources • List all anticipated expenses, including staff time and other resources. • Include all budget and resources available (staff, in-kind, internal, and external). • Assess the financial and human resources available to help you anticipate funding needs, thoroughly plan your campaign to fit your budget, and make optimal use of all available resources. • Recall that if your plan calls for efforts to lobby for a particular bill, you’ll need to use funding not provided by the Centers for Disease Control and Prevention.

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Appendix 3.1: Sample Recruitment Screener for

Intercept Interviews on Smoking Cessation

(Interviewer instructions are in italics.) Good morning/afternoon, my name is ______, from _____Market Research Firm, an independent market research agency. Today, we’re conducting a survey in this area among people between 25 and 49 years old. Do you fit into that age group? Yes

❑

(Continue.)

No

❑

(Thank and terminate interview.)

1. First, can I ask, do you or does anyone in your family work in any of the following areas? (Show card A with the following items written on it.) Market research

❑ 1

Advertising or Marketing

❑ 2

Media

❑ 3

Public relations

❑ 4

Auto industry

❑ 5

Manufacture/distribution

❑ 6

of tobacco products

(If answer is “yes” for any of these areas, except auto industry, thank and terminate interview. If answer is "no" for any of these areas, continue.)

2. Do you currently smoke cigarettes? Yes

❑1

(Continue.)

No

❑2


3. Since you started smoking, would you say you have smoked more than 100 cigarettes? Yes

❑1

(Continue.)

No

❑2


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349

4. Please tell me how much you agree with the following statement: “I want to stop smoking within the next 6 months.” (Show card B with the statements below written on it.) Strongly agree

❑1

(Continue.)

Slightly agree

❑2

(Continue.)

Neither agree nor disagree

❑3


Slightly disagree

❑4


Strongly disagree

❑5


5. Could you spare some time to come into the hall to answer some further questions? (If respondents need reading glasses, check whether they have their glasses with them.) Yes

❑1

(Continue.)

No

❑2


(Check quotas to see whether the client has requested that there be minimum numbers of participants with certain demographics.)

6. Do you have a telephone at home or work or a cell phone where you can be reached? Yes

❑1

(Continue.)

No

❑2

(Conduct 20-minute interview.)

7. Would you be available to take part in a further short telephone interview within the next 3 or 4 days?

350

Yes

❑1


No

❑2


Appendices


Appendix 3.2: Sample Recruitment Screener for Individual Interviews To Test Advertisements and Ad Concepts (Instructions for interviewer are in italics.)

Client: ______________________________________

Hello. My name is _________________, and I’m calling on behalf of _________________ (market research com pany) in ____________ (city). We’re conducting a very brief public opinion survey. If you complete the study and meet the appropriate criteria, you’ll be invited to participate in a discussion about advertising in ______________ (location) on _________ (date). May we ask you a few questions? (Don’t ask but do record gender. Attempt to recruit 50% males and 50% females.) ____ Male

____ Female

1. Do you or anyone in your household work for any of the following types of companies: marketing, market ing research, public relations, advertising, or a tobacco company or any of its affiliates? ____ Yes (Thank and terminate interview.) ____ No (Continue interview.)

2. In which of the following age groups are you? (Attempt to achieve a good mix of ages.) ____ Younger than 25 years old (Thank and terminate interview.)

____ 25–30 years old



____ Older than 50 years old (Thank and terminate interview.)

3. Have you participated in a market research discussion group of any kind in the last 3 months? ____ Yes (Thank and terminate the interview.)

____ No (Continue.)

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351

4. So that we can be sure that all backgrounds are represented in our study, please tell me your race or ethnic background. Are you …. ? ____ Caucasian/white

____ African American/black

____ Hispanic/Latino

____ Asian

____ Other

(Recruit two or three individuals per minority group.) 5. Have you smoked more than 100 cigarettes in your life? ____ Yes (Continue.)

____ No (Thank and terminate the interview.)

6. Do you currently smoke? ____ Yes (Continue.)


7. Do you plan to quit smoking in the next 3 months? ____ Yes (Continue.)


We are holding a discussion on _________ (date) at _____________ (location). Light refreshments will be served, and you’ll receive $40 (regular interviews) or $60 (floaters). (Floaters are individuals who will be recruited for a longer period of time and will be interviewed if someone scheduled for a regular slot does not show up.) The topics for the focus group will be advertising and smoking. Will you be able to join us? ____ Yes (Continue.)

____No (Thank and terminate the interview.)

Great. Now I just need to record some information, so we can mail you a confirmation letter and directions. We’ll call you the day before to confirm your attendance. (Fill out all information on the next page.)

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Recruitment Interview Summary

45-minute interview $40 for regular times; $60 for floaters (Floaters are individuals who will be recruited for a longer period of time and might be interviewed if someone scheduled for a regular slot does not show up. Recruiter will ask people their availability and assign them to a specific time slot. Individuals who are available for longer periods of time are typically assigned as floaters.) (Circle time for which participant is available and scheduled.)

Regular times: 1:00 p.m., 1:45 p.m., 2:30 p.m., 3:15 p.m., 4:00 p.m., 4:45 p.m., 5:30 p.m., 6:15 p.m., 7:00 p.m., 7:45 p.m., 8:30 p.m.

Floater times: 1:45–3:15 p.m., 4:00–5:30 p.m., 7:00–8:30 p.m.

Name __________________________________________Date of birth ________________

Address ____________________________________________________________________

City ______________________________________ State______________ ZIP __________

Telephone numbers:

Home __________________________________________

Work __________________________________________

Cell ____________________________________________

Fax number ____________________________________

(Ask and record responses to the following questions after the screening interview is completed:) When you come to the discussion, please bring a driver’s license or other picture identification with your birth date for registration. If you have any questions or need to reschedule your interview time, you may call ___________ (market research company) at (xxx-xxx-xxxx). Someone from _________________ (market research company) will call you the day before the discussion in order to confirm and remind you of the time. First name and initial of last name of phone interviewer _____________________________

Appendices

353

Appendix 3.3: Moderator’s Guide for Focus Groups With Smokers (Instructions for interviewer are in italics.)

Objectives for Focus Groups

This discussion guide was developed to achieve several objectives: 1. To identify potential benefits and barriers for calling a “quitline” or visiting a quitting Web site. 2. To determine which logo design most clearly conveys the purpose of the quitline and which logo elements will be most effective in getting smokers to call the quitline, to visit the Web site, or both. 3. To determine which TV and radio spots are most likely to move the target audience to take action by calling the quitline, visiting the Web site, or both.

Focus Group Discussion

Moderator’s Guide

1. Warm-up, Explanations, and Introductions Introduction and purpose Welcome. My name is ______, and I’ll be facilitating our discussion tonight. Thanks for joining us. We do appreciate the fact that you’re taking time from your day to provide us with your opinions. What we are doing tonight is called a focus group. It’s a way for us to get your opin ions, much like a survey, but it’s done as a group discussion rather than a lot of yes/no questions. There are no right or wrong answers, and it’s important that I hear what everyone thinks. All of your comments––both positive and negative––are important, so please speak up, even if you disagree with someone else.

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Procedure Our discussion tonight will be videotaped and audiotaped so I don’t lose any of your comments. We’ll use the tapes to write a report summarizing what was said. The report won’t identify any of you by name. Behind me is a one-way mirror. Some people who are interested in what you have to say will be sitting behind the glass on and off during our discussion. They aren’t in the same room with us, because they can be distracting. This is a group discussion, so please don’t wait for me to call on you, but please speak one at a time, so the recorder can pick up everything. It’s also helpful if we give everyone in the group a chance to voice an opinion. We do have many topics to discuss in a very limited amount of time, so at times I may change the subject or move on, to keep us on schedule. I’ll try to come back to earlier points at the end of our session if there’s time.

Self-introductions Let’s do a quick round of introductions. Just tell us your first name and your occupation.

2. General Information Discussion Overview of discussion Tonight, we’re going to talk a bit about smoking. Everyone here smokes, at least some of the time. All of you have said you want to quit. I’d like to start by asking about that. Can you tell me what good things might happen if you quit? (Probe for potential benefits.) I know most people here think it would be a good idea to stop smoking, but even things we want to do sometimes have a downside. Can you tell me what bad things might happen if you quit? (Probe for unwanted consequences of quitting [e.g., more difficulty fitting in socially].)

Appendices

355

What makes it hard to quit? (Probe for barriers.) Who do you think would approve if you stopped smoking?

Who might disapprove?

When you think about quitting, whose opinion do you respect?

(Probe for trusted sources.) Has anyone ever heard about a hotline or resource number to help you stop smok

ing? What have you heard? Has anyone ever called this type of number?

For those of you who haven’t called, why not?

For those of you who have called, how did it work for you?

If there were a hotline like this available where you live, would you use it? Why or

why not?

What would make it easier to use the number?

What makes it hard to use a hotline like that?

Has anyone ever visited a Web site to help you quit smoking or to find out more

about it?

(Use follow-up questions similar to the previous five questions.) Where would you expect to see or hear information about a hotline or Web site designed to help people quit smoking? What would be the best way to hear about such a hotline or Web site? Why?

3. Test of Television and Radio Ads Overview of TV testing We’d like to show you several TV commercials on this subject. I’m going to begin by showing you a set of three commercials. I’m most interested in whether any of these ads might move you to call—or at least think about calling—a smoking cessa tion line, or visit a quitting Web site. To record your individual opinions, we’ve provided you with a reaction sheet. Please mark your opinions individually either during the spots or immediately after

356

Appendices


you see them. We’ll collect the sheets after we’ve completed this exercise. (Distribute sheets, cue VCR, and run first set of spots.) I’m now going to give you a moment to fill out your handouts. Then we’re going to watch another set of three commercials. (Allow time [a few minutes maximum] for individual responses to be completed.) Now we’re going to watch another set of three commercials. Once again, I’m most interested in whether any of these ads might move you to call—or at least think about calling—a smoking cessation line. (Distribute sheets, cue VCR, and run second set of spots.)

Discussion of TV ads Please take a moment to record your thoughts and pass your sheets to the front.

Now I’d like to hear your feedback.

Which spots would be the most likely to catch your attention? Why?

Which spots did you like the best? Why?

Was there anything in any of the spots that upset you?

(Probe for reasons and implications.)

Overview of radio testing I’d like to have you listen to several radio spots about smoking health, smoking cessation, or both. Each of the radio spots is 60 seconds long, and we’ll be playing a total of six spots for you to review. As with the TV ads, we’re most interested in hear ing your feedback as to which spot or spots do the best job of motivating you to call the quitline or visit the quitting Web site. Again, we’d like you to record your individual opinions on the sheet we’re distribut ing and then we’ll have a group discussion once the tape is finished playing. (Distribute sheets, cue tape, and run compilation tape.)

Appendices

357

Discussion of radio ads Please take a minute to record your individual thoughts on the radio spots, and pass the sheets to the front. Now I’d like to hear your feedback as to which spot or spots would make you call the quitline or visit the Web site. (Probe as to why and why not.)

4. Testing of Logos Overview of logo testing We’d also like to get your opinions on several logo designs that are being consid ered. The final logo will appear on materials related to the quitline, for instance, at the end of a TV spot, on an outdoor billboard, or on a poster or handout in a physi cian’s office. Please keep in mind that we want your feedback on which logo or logos most clear ly convey what the quitline is about. As we did with the TV and radio ads, we’ll be handing out a sheet to each of you. Please record your opinions, and pass your sheets to the front. Then we’ll discuss your thoughts as a group.

Logo presentation and discussion (Distribute sheets, present four logos, and pass around logos, display, or both for par ticipants to review. Collect sheets.) Which logo or logos did you like the most? Why? Which logo or logos did you like the least? Why?

5. Wrap-up Thank you very much for participating tonight. I’m going to see if my colleagues have anything else they’d like to ask.

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Appendices


(Check with staff behind the mirror if time allows.) Thanks for sharing your opinions and your time with us tonight. This session has been extremely helpful. As you walk out, a staff member will hand you reimburse ment for your time tonight. She’ll also ask you to sign a form acknowledging your receipt of the compensation for this evening Thanks again and have a good night.

Appendices

359

Appendix 3.4: Sample Moderator’s Guide for

Focus Groups To Test Advertisements With Youth

(Instructions for moderator are in italics.) 1. Welcome and Ground Rules (5 minutes) ■

There are no right or wrong answers. Give honest opinions. You’re not here to decide what’s good or bad.

■

Everything said in the room will be confidential—only the people working on this project will know what you said, not other people in your life, such as your parents or teachers.

■

We are videotaping and audiotaping all of the discussions that we are doing simply so that I don’t have to take a lot of notes during this session. In addition, there may be some people interested in observing the discussion and they are seated behind that window so that they don’t disturb our discussion.

2. Introductions and Warm-up (5 minutes) ■

Give name, age, and grade in school.

■

What are your favorite commercials, and why?

(Write on a flip chart. This is just an icebreaker to get respondents to think about advertising.)

3. Tobacco Knowledge (10 minutes) (Explain that the purpose of this research is to better understand teens and their attitudes toward and use of tobacco. Assure respondents that they won’t be judged in any way.) ■

What are some of the reasons people begin to smoke cigarettes? (Write on a flip chart.)

■

What are some of the reasons people continue to smoke cigarettes? (Write on a flip chart.)

■

What are some of the reasons, if any, people shouldn’t use tobacco? What else? What else? (Write on a flip chart.)

■

Where did you learn about this? (Probe for any awareness of specific advertising, media vehicles [e.g., TV, radio, magazines, billboards, Internet], or local antitobacco programs.)

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Appendices


■

For community and school programs: What sort of programs have you heard of or participated in at

school or in your town?

■

For advertising: Which of the specific ads do you remember? (Ask to describe in detail.) —What do you think they’re trying to get across in these commercials? —What do you think are the purposes of these commercials?

4. Exposure to Ads (45 minutes) (Show the ads one at a time. Rotate the order of the ads for each new group to avoid first-position bias. After showing each ad, ask respondents to write the main message on notepads that they have been given, and how much the ad makes them “stop and think about not using tobacco.” Use a scale of 1 to 10. Explain that 1 means the ad doesn’t make them stop and think much about not using tobacco and 10 means it really does make them stop and think about not using tobacco. Carefully explain that we’re not as much interested in which ads are their favorites, but which ones are most likely to make them stop and think. Then for each ad ask the following questions before showing the next ad.) ■

What do you think was the most important thing they’re trying to tell you in this commercial? (Poll the

respondents and lead a brief discussion.)

■

What rating did you give this ad on the “stop and think” scale, and why? (Ask respondents to explain their

ratings.)

■

Who do you think made this commercial?

(After they have discussed each ad, ask respondents as a group to decide where each ad should be placed on a wall scale. The wall scale is simply numbers from 1 to 10 written on individual pieces of paper attached to the wall in order. It gives participants a visual way to consider each ad and compare among the ads. Explain that 1 means the ad doesn’t make them stop and think much about not using tobacco and 10 means it really does make them stop and think about not using tobacco. Write the name of each ad on an index card and attach each card to the wall scale in a place the respondents think is appropriate.)

5. Wall Scale Reassessment (10 minutes) (After all of the index cards have been placed on the wall scale, ask respondents to reevaluate their placement of the ads on the wall scale, now that they’ve seen all the ads in comparison to each other. Make any necessary changes to the order of the ads on the wall scale. Probe for reasons behind changes.)

Appendices

361

6. Final Selection Among Ads (10 minutes) Of all these ads, which do you think would most get people your age to seriously consider not using tobacco? (Ask respondents to write the answer on their notepads, and then lead the group in a discussion.)

7. Advice and Suggestions (5 minutes) Thinking about all the things we’ve discussed today, what are the three pieces of advice you would give to the people who create ads to encourage people your age not to use tobacco? (Ask respondents to write their answers on their notepads. Then lead a group discussion.)

(Thank respondents, collect notepads from respondents, and conclude the session. Respondents will go the front desk to receive their incentives.)

362

Appendices


Appendix 3.5: Sample Self-Administered Form To Test Fact Sheets

Pretest Questions As you probably are aware, [name of sponsoring organization] has recently launched its tobacco control pro gram. One component of [sponsoring organization]’s campaign is the distribution of fact sheets that convey important information about issues related to tobacco use. It’s crucial that we test these fact sheets in order to ensure that we are communicating our key messages effectively. We appreciate your willingness to share your reactions to the attached fact sheet by reading it and answering a few questions. We don’t ask your name, and all information you provide will remain confidential. Because only a few individuals are being asked to help judge this material, your response is particularly valuable.

Before you begin, please check the appropriate answers to these four questions. 1. How much would you say you know about the [sponsoring organization]’s tobacco control program? Nothing ____ A little ____ Some ____ A lot ____

2. Is there anything you want to know about the program? Yes______ No_______

If yes, please specify.

[Note: More questions about knowledge can be added here.]

3a. Are you currently and actively involved in tobacco control and prevention? Yes______ No________

3b. Are any of your family members currently and actively involved in tobacco control and prevention? Yes______ No________

4. Are you a member of any group concerned about tobacco control and prevention? Yes______ No________ [Note: Insert page with fact sheet.] Please turn the page and read the fact sheet.

Appendices

363

Post-test Questions

Now that you’ve finished reading the fact sheet, please answer the following questions. You may refer to the fact sheet as you consider your response. 1. In your own words, what would you say is the purpose of the [sponsoring organization]’s tobacco control program? [Note: Additional questions about knowledge can be added here.]

2. How much of the information in the fact sheet was new to you? Most ______ Some ______ None_______ 3. Do you have questions about the [sponsoring organization]’s tobacco control program that weren’t answered in the fact sheet?

Yes_______ No________

If yes, please list:________________________________ 4. Was there anything you particularly liked about the fact sheet? Yes_______ No_______ If yes, what?________________________________ 5. Was there anything you particularly disliked or found confusing about the fact sheet? Yes______ No_________ If yes, what?________________________________ 6. This fact sheet is most appropriate for (check all that apply): General Public______ College Graduates______ Health Professionals______ Policy Makers _____ Educators ______ Youth ________ Specific Populations (please list) _________

Other (please list) ___________

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7. Would you recommend the fact sheet to a friend or family member? Yes_______ No_______ Why or why not? 8. The following phrases describe the fact sheet. Please circle the one choice on each line that most closely reflects your opinion. a. Very interesting

Somewhat interesting

Not at all interesting

b. Very informative

Somewhat informative

Not informative

c. Very accurate

Partially accurate

Inaccurate

d. Very clear

Somewhat clear

Confusing

e. Very useful

Somewhat useful

Not useful

f. Unbiased

Biased toward the tobacco industry

Biased toward smoker

g. Easy to read

Understandable

Hard to understand

h. Complete

Somewhat complete

Incomplete

9. Would you like to say anything else about the fact sheet? Please comment: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Thank you very much for your help in reviewing this fact sheet. Please return this sheet by _____________ (date) to: [name] [fax #] [e-mail] If you have any questions, please contact: [name] [phone #] [e-mail] Appendices

365

Appendix 3.6: Sample Intercept Interview Questionnaire

Respondent number: ____________________________ (Instructions for interviewer are in italics.) Good morning/afternoon. My name is _____________. Thank you for agreeing to take part in this research. I am now going to show you a short video recording. When it has finished, I will ask you some questions about what you have just seen. (Play video of all five ads.)

1. Thinking of the video you’ve just seen overall, which advertisement did you like the most? Ad A

❑1

Ad B

❑2

Ad C

❑3

Ad D

❑4

Ad E

❑5

None

❑6

1a. And why do you say that? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

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Appendices


2. And thinking of the video you’ve just seen overall, which ad did you like the least? Ad A

❑1

Ad B

❑2

Ad C

❑3

Ad D

❑4

Ad E

❑5

None

❑6

2a. And why do you say that? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ (Show only test ad again.)

3. Now thinking specifically about this ad, could you tell me what you think the main message of this ad is? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

4. Again for this ad, could you tell me what you think its other messages are? Anything else? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

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367

5. What is there that you like about this advertisement? And what else? Is there anything else at all you like about this advertisement? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

6. What is there that you dislike about this advertisement? And what else? Is there anything else at all you dislike about this advertisement? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

7. I’m going to read out a number of statements about the advertisement that you just viewed. For each statement I’d like to know to what extent you agree or disagree with it, using the scale on this card. (Show card A on with scale responses.)

Strongly

Slightly

Neither

Slightly

Strongly

Don’t

Agree

Agree

Agree nor

Disagree

Disagree

Know

Disagree a) This advertisement has a convincing message

❑1

❑2

❑3

❑4

❑5

❑6

❑1

❑2

❑3

❑4

❑5

❑6

❑1

❑2

❑3

❑4

❑5

❑6

b) This is an attentiongrabbing advertisement

c) The message of this advertisement is unclear

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Appendices


Strongly

Slightly

Neither

Slightly

Strongly

Don’t

Agree

Agree

Agree nor

Disagree

Disagree

Know

Disagree

d) This advertisement is

similar to other stop smoking

advertisements

❑1

❑2

❑3

❑4

❑5

❑ 6

❑1

❑2

❑3

❑4

❑5

❑ 6

❑1

❑2

❑3

❑4

❑5

❑ 6

e) This advertisement has a

persuasive message

f) This advertisement is

boring

8. Can you tell me your overall opinion of this advertisement? (Read options.)

Excellent

❑ 1

Very Good

❑ 2

Good

❑ 3

Fair

❑ 4

Poor

❑ 5

9. If the ad provided a toll-free phone number, do you think you would call that number?

Yes

❑ 1

No

❑ 2

10. Overall, would this advertisement persuade you to try to quit smoking? Yes

❑1

(Ask question 11, then go to question 13.)

No

❑2

(Ask question 11, then go to question 12.)

Appendices

369

11.

Why do you say that?

___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

12. (Only ask this question if respondent answered “no” to question 10.) What would you change about the advertisement to make it more persuasive for you to quit smoking? ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

13. Have you ever tried to stop smoking before? Yes

❑1

(Go to question 14.)

No

❑2

(Go to demographics questions.)

14. How long ago did you last try to stop smoking?

370

Within last 3 months

❑1

Over 3 months to less than 6 months

❑2

Over 6 months to less than 1 year

❑3

Over 1 year to less than 2 years

❑4

Over 2 years to less than 3 years

❑5

Over 3 years ago

❑6

Don’t know / Can’t remember

❑7

Appendices


15.

What was your main reason for trying to quit smoking on this previous occasion?

New Year’s resolution

❑ 1

Health reasons

❑ 2

Pregnancy

❑ 3

On medical advice

❑ 4

Wanted to improve fitness

❑ 5

To save money/couldn’t afford it

❑ 6

Request from friend/member of family

❑ 7

Thought I could kick the habit

❑ 8

❑ 9

Other (please specify)

________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Finally, these are questions for statistical purposes only. A. In which age group do you fit? (Show card B with age categories listed.) 25–29

❑ 1

30–34

❑ 2

35–39

❑ 3

40–44

❑ 4

45–49

❑ 5

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371

B. How many people are there in your household, including yourself and children?

One

❑ 1

Two

❑ 2

Three

❑ 3

Four

❑ 4

Five

❑ 5

Six

❑ 6

Seven and above

❑ 7

C. How many children under age 16 live in your household?

None

❑1

One

❑ 2

Two

❑ 3

Three

❑ 4

Four

❑ 5

Five

❑ 6

Six

❑ 7

Seven and above

❑ 8

D. And what are their ages?

372

Under 3 years

❑ 1

3 to 5 years

❑ 2

6 to 8 years

❑ 3

9 to 11 years

❑ 4

12 to 15 years

❑ 5

Appendices

(Go to question ‘E’)


E. What is your employment status?

Employed full-time

❑1

Employed part-time

❑2

Self-employed

❑3

Student

❑4

Homemaker

❑5

Not employed

❑6

F. What is the highest level of education of the primary wage earner?

Primary school/none

❑1

Secondary school

❑2

High school

❑3

College graduate

❑4

Postgraduate degree

❑5

Thank you very much for taking part in the survey. (Give respondent incentive.)

Appendices

373

Appendix 5.1: Examples of Inputs, Activities, Outputs,

and Outcomes for Counter-Marketing Programs

Inputs

Activities

Outputs

• Conduct situa tional analysis to select audi ences

Target audience is exposed to countermarketing message via:

• Develop a media plan

• Spots aired on TV and radio

• Conduct forma tive research to understand audiences

• Posters placed in stores and on buses

Short-Term Outcomes

Intermediate Outcomes

Long-Term Outcomes

Target audience is aware of ads, recalls specific messages, and has a positive reaction to the ads

Target audience has changed atti tudes, beliefs, behavioral inten tions or intermedi ate behaviors. For example:

Target audience has changed behavior. For example:

Advertising • Funds for paid media • Advertising contractor • Advertising specialist on staff

• More parents believe second hand smoke is harmful

• Design new ads or select exist ing ads and pretest

• More adults join smoking cessa tion programs

• Fewer youth start smoking • Cessation rates are higher • Prevalence of tobacco use is reduced

Public Relations (PR) • PR specialist on staff

• Identify stake holders

• PR contractor

• Develop overall plan

• Health depart ment spokes people

• Generate story ideas and articles • Plan and conduct press conferences • Contact media outlets • Develop and dis tribute newsletter • Provide spokesperson training to health department staff

374

Appendices

Target audiences are exposed to message via: • Scheduled press conferences • Articles in news papers • Coverage on TV news • Distribution of newsletter

Target population is aware of and understands mes sage of stories

Target population has changed atti tudes, beliefs, behavioral inten tions, and interme diate behaviors. For example: • More adults join cessation pro grams • More smokers believe the tobacco compa nies engineer cigarettes to make them more addictive

Target population has changed behavior. For example: • Cessation rates are higher • Prevalence of tobacco use is reduced



and Outcomes for Counter-Marketing Programs (cont.)

Inputs

Activities

Outputs

Short-Term Outcomes


Long-Term Outcomes

Policy makers and restaurant and business owners become more aware of the haz ardous effects of secondhand smoke exposure

Policy makers and restaurant and business owners change their atti tudes, beliefs, and intermediate behaviors about smokefree policies:

Exposure to secondhand smoke is reduced

Media Advocacy • Marketing staff time • Grants to communitybased organizations • Funds for community coalitions

• Establish local and regional coalitions to work on adapting policies for smokefree environments • Develop plan for advocacy work • Develop news releases, stories, and strategy for pitching from policy perspec tive • Conduct meet ings with policy makers to edu cate them about hazardous effects of secondhand smoke exposure and benefits of smoke-free policies • Provide spokesperson training to com munity members

Policy makers and restaurant and business owners are exposed to messages (e.g., hazards of secondhand smoke and the role of smokefree policies in reduc ing exposure) via: • News releases • Stories • Meetings

• More policy mak ers and restaurant and business owners believe that secondhand smoke kills • More restaurant owners believe business would not be hurt as a result of clean indoor air policy. • Restaurant own ers voluntarily adopt smokefree policies • Policy makers enact smokefree policies Continues

Appendices

375



Inputs

Activities

Outputs

Short-Term Outcomes


Long-Term Outcomes

Grassroots Marketing • Marketing staff time • Funds for contests, events, and activities • Existing and available materials

• Identify whom to involve at low, medium, and high levels of engagement

Targeted partners are exposed through credible interpersonal channels:

• Prepare brief to keep participants on strategy

• On-campus distribution of leaflets giving study results

• Create means of communication • Youth who attend (e.g., Web site or concerts spon e-mail distribution sored by tobacco list) for advocates industry are exposed to “truth” • Build partnerships campaign’s “Truth with key organi Truck” zations • Organize college youth to collect data on advertis ing in stores

376

Appendices

• Local physicians receive related messages via professional group’s newsletter

Exposed youth and physicians have increased aware ness of tobaccorelated issues

• Youth have improved attitudes, beliefs, and inter mediate behaviors (e.g., engaged youth convey message about industry’s deceptive prac tices to others) • Physicians talk to smokers about quitting and refer them to cessation programs • More smokers join cessation programs

Target population has changed behavior. For example: • Fewer youth start smoking • Rates of suc cessful smoking cessation are higher • Prevalence of smoking is reduced




Inputs

Activities

Outputs

Short-Term Outcomes


Long-Term Outcomes

Media Literacy • Marketing staff time • Grant funding for workshops • Existing and available materials

• Agree to hold workshops and deliver curricula

• Middle school and high school youth participate in media literacy curriculum

• Hold workshops and presentations at sites other than • Youth groups schools participate in workshops and • Offer curricula in presentations schools

• Adults are exposed to video presentation on secrets of tobacco advertising • Curriculum is implemented according to design

Program partici pants become aware of the role of media and the importance of managing and interpreting that role

Program partici pants develop criti cal viewing skills and ability to pro duce tobacco con trol messages through different forms of media. For example:

• Fewer youth start smoking • Prevalence of smoking is reduced

• Persons who received mes sages of media literacy program produce tobacco control messages using different forms of media • Persons who received mes sages of media literacy program become involved in tobacco con trol campaign

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Appendix 5.2: Key Data Collection Tools and Methods

Method

Description

Media tracking and content analysis

Systematic monitoring of the various media channels (e.g., print, radio, TV, outdoor) to identify ads, editorials, and articles relevant to the campaign and to assess messages in these ads, editorials, and articles (often with use of a professional tracking service)

Evaluation Uses and Other Consideration • Can be used to monitor media efforts, both earned and paid, to assess quantity and quality of messages • Can be combined with data on the reach of various channels to estimate potential exposure of audience, overall and by demographics • Content analysis can be used to determine what messages are disseminated to the target audience, if those messages are on strategy, and if the messages have changed since the campaign began • Can be used to track changes in messages to determine whether they are on target and consistent with the marketing plan • Can be used to modify the media plan

Tracking requests for information

Systematic recording of the number and type of people who request information (e.g., call the quitline, visit the Web site)

• Can be used to assess the effectiveness of countermarketing efforts that list the Web site or quitline as a source of additional information • Can be used to track simple counts of number of requests over time, to show correlation with countermarketing efforts • Requires more effort to determine the characteristics of the population reached

Logs of events and activities

Completion of a form by the organizer of an event or activity, to describe the type of activity, where the activity happened, the number of participants, the type of participants, and comments about the event

• Can be used for rapid tracking of program activities and outputs (e.g., workshops, press conferences, sum mits, and community forums) for process evaluation • Can be easily entered into database, to produce summaries of activities over time and by type • Can only provide estimates of the number of partici pants reached and general categorization of those participants (e.g., log sheets for press events may show TV reporters vs. print reporters) • Counting of participants facilitated by sign-up sheet • Can used to determine whether program implementation is following plan

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Appendix 5.2: Key Data Collection Tools and Methods (cont.)

Method

Description

Evaluation Uses and Other Consideration

Review of existing data and records

Structured analysis of information being collect ed for other purposes, usually on a regular basis

• Is an inexpensive source of data

Focus group discussions

Qualitative method in which a skilled moderator uses an interview guide with open-ended questions to facilitate a 1- to 2-hour discussion among 5 to 10 participants

• Is more useful for formative evaluation than for process or outcome evaluation

• Data produced may not be relevant • Requires thought and knowledge of local systems to locate relevant data

• Can be used diagnostically in conjunction with quantitative data to understand results • Can facilitate interaction among group members that elicits in-depth responses • Provides richer data about meanings and reactions than closed-ended questions • Can be observed, recorded, or both, to facilitate analysis • Requires a skilled moderator who understands how to manage the group process, so necessary information is collected • Can result in domination of discussion by vocal individuals • Results in findings that can’t be generalized and may be biased by the unique characteristics of participants

Document analysis

Systematic assessment of the content of documents

• Can be useful if the program is expected to result in changes in documents such as local ordinances • Can be used to determine whether ordinances and policies have shifted in the desired direction

In-depth individual interviews

Qualitative data collection with a semistructured interview guide in which a limited number of respondents are asked questions (often open-ended) by a skilled interviewer

• Can be used to assess reactions to specific countermarketing efforts • Is particularly useful to assess reactions of specific individuals (e.g., stakeholders, members of the press, station managers, and heads of key organizations) • Can be used to modify the program • Can use observation or recording of information to facilitate analysis • Requires a skilled interviewer who is knowledgeable about the reason for the interview and how the responses might be used to improve the program Continues

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Appendix 5.2: Key Data Collection Tools and Methods (cont.)

Method

Description

Participant feedback survey

Survey administered to participants in a countermarketing event, to obtain feedback about the event

Evaluation Uses and Other Consideration • Can be used as a simple method to describe the size and characteristics of the population reached by an event • Can be used to assess the reaction of the target population to the event • Provides insight into approaches to improve the content of and recruitment for the event • Is more useful for process evaluation than for outcome evaluation

Populationbased survey

Survey of a population that follows strict sam pling rules, so findings are representative of that population; administered by interviewer or selfadministered

• Is likely to be used in some form to evaluate advertising efforts • Can indicate the percentage of the state population reached by counter-marketing efforts • Can be used to determine whether persons aware of the advertising or other counter-marketing efforts have improved beliefs, attitudes, and behaviors • Can be repeated at regular intervals to track changes

Random digit dialing (RDD)

Observation

Population-based survey using special telephonedialing procedures to reach a probability sam ple of the state popula tion; computer-assisted telephone interviewing is a common type of RDD

• Provides efficient, cost-effective means of generating a probability sample that can be generalized to the target population

Observation of persons in public settings or obser vation of physical settings, with minimal observer interaction

• In some cases, can be used to directly assess program implementation and behavior and reactions of target audience

• Must use special sampling procedures to obtain sufficient samples of some populations (e.g., youth, ethnic/racial minority groups, and smokers) • See population-based survey in this table

• Can also be used to determine the quantity and content of tobacco advertising, counter-advertising and promotion in physical settings • Is labor intensive and requires visits to the sites of the program and skilled observers trained to use tested protocols • May result in bias, if behaviors are influenced by the presence of the observer • May result in questioning of the ethics of observing people without their consent

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Appendix 5.3: Key Variables and Sample Items To Consider

Including in Survey of Target Population

Category Awareness

Recall

Reactions

Variable

Sample Item

Unaided

Describe anything you recall from recent advertising against smoking that you have seen.

Aided

Have you recently seen an antismoking ad that shows two young men in a van who drive up to an office building and talk to a uniformed guard?

Confirmed awareness

Can you provide more detailed information about what occurred in the ad?

Unaided awareness of campaign or slogan

Are you aware of any antismoking campaigns now taking place in this state?

Recall of ad

What happens in the ad? (List of closed-ended ad descriptions is not read, but is included for the interviewer to code responses)

Recall of message

What do you think the main message of the ad is? (List of closed-ended ad messages is not read, but is included for the interviewer to code responses)

Diagnostic measures

For each of the following statements, please tell me how much you agree or disagree with the statement. Do you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree? The ad was memorable. I liked the ad. The ad was believable. The ad was relevant to me. I talked with my friends about the ad.

Open-ended measures

What specifically did you like about the ad? What did you dislike about the ad? What, if anything, was confusing about the ad? Who, if anyone, would be offended by the ad?

Reaction to workshops and events

What specifically did you like about the workshop? What did you dislike about the workshop? Would you recommend the workshop to a friend?

What is the theme or slogan of this campaign?

Continues

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Including in Survey of Target Population (cont.)

Category Attitudes

Beliefs

Variable

Sample Item

Attitude toward trying cigarettes

Trying just a few cigarettes won’t hurt anyone.

Attitude toward smoking

Young people who smoke are usually “cooler” than those who don’t.

Attitude toward quitting

I can quit smoking any time I choose.

Support for bans

Smoking in the workplace should be banned.

Beliefs about consequences of smoking

For each of the following statements, please tell me how much you agree or disagree with the statement. Do you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree?

(For all items the following response scale can be used: strongly agree, agree, disagree, strongly disagree, or no opinion.)

My smoking in the next 3 months will help me fit in. My smoking in the next 3 months is harmful to my health. My smoking in the next 3 months will make my breath smell bad. Smoking has nothing to do with whether a person is cool. Smoking causes heart disease . . . lung cancer . . . blocked arteries. Beliefs about the tobacco industry

For each of the following statements, please tell me how much you agree or disagree with the statement. Do you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree? Tobacco companies try to get young people to smoke because older people quit smoking or die. Tobacco companies use advertising to fool young people. If people my age knew we were being used by tobacco compa nies just to make money, we would never start smoking. Most people my age don’t believe all the bad things we hear about tobacco companies.

Beliefs about secondhand smoke

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For each of the following statements, please tell me how much you agree or disagree with the statement. Do you strongly agree, agree, neither agree nor disagree, disagree, or strongly disagree? Secondhand smoke causes lung cancer. Secondhand smoke is an extremely important public health issue.




Category Normative beliefs

Variable

Sample Item

Perceptions of friends’ use

How many of your close friends do you think smoke? Does your best friend smoke?

Perception of others’ use of cigarettes

How many sixth graders at this school do you think smoke cigarettes?

Normative belief from friends

Do you strongly agree, agree, neither agree nor disagree, dis agree, or strongly disagree with the following statement? My close friends think it’s OK for me to smoke.

Normative belief from parents

Do you strongly agree, agree, neither agree nor disagree, dis agree, or strongly disagree with the following statement? My parents think it’s OK for me to smoke.

General normative belief

Do you strongly agree, agree, neither agree nor disagree, dis agree, or strongly disagree with the following statement? Most people who are important to me think it’s OK for me to smoke.

Self-efficacy

Intention

Confidence to refuse an offer

How easy or hard would it be for you to say “no” to the offer of a cigarette when you are at a party with friends? …when you are at a close friend’s house and their parents are not at home? Would you say it would be very easy, easy, neither easy nor hard, hard, or very hard?

Confidence to quit smoking

How easy or hard would it be for you to quit smoking in the next 30 days? Would you say it would be very easy, easy, neither easy nor hard, hard, or very hard?

Intention to try

Do you think that you’ll try a cigarette in the next 30 days?

Intention to refuse an offer

How likely is it that you’ll refuse a cigarette the next time you’re offered one? Would you say it’s very likely, likely, neither likely nor unlikely, unlikely, or very unlikely?

Intention to quit smoking

Are you planning to quit smoking in the next 30 days?

Intention to avoid secondhand smoke

Would you eat at restaurants more often, as often, or less often if smoking were banned?

How many times in the past 30 days have you thought about quitting smoking?

Continues

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Category Susceptibility

Variable Susceptibility

Sample Item How many of your four best friends smoke cigarettes? (If the responses is 1 or more, respondent can be categorized as “susceptible”; if the response is “none,” respondent can be cate gorized as “nonsusceptible”)

Behavior

Initiation of smoking cigarettes

Have you ever tried cigarette smoking, even one or two puffs? (If response is “no,” respondent can be categorized as “non smoker”)

Initiation of using smokeless tobacco

Have you ever used chewing tobacco, snuff, or dip, such as Redman, Levi Garrett, Beechnut, Skoal, Skoal Bandits, or Copenhagen? (If response is “no,” respondent can be categorized as “non-user of smokeless tobacco”)

Initiation of cigar smoking

Have you ever tried smoking cigars, cigarillos, or little cigars, even one or two puffs? (If response is “no,” respondent can be categorized as “non smoker”)

Never smoked, current smoker, or former smoker

Have you ever tried cigarette smoking, even one or two puffs? (If response is “no,” respondent can be categorized as “non smoker”) Do you smoke cigarettes every day, some days, or not at all? (If response is “every day” or “some days,” respondent can be categorized as “current smoker”) During the past 30 days, on how many days did you smoke cigarettes? (If response is 1 or more days, respondent can be categorized as “current smoker”) Have you smoked at least 100 cigarettes in your lifetime? (If response is “yes,” ask next question) Do you smoke cigarettes every day, some days, or not at all? (If response is “not at all,” respondent can be categorized as “former smoker”)

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Category

Variable

Behavior (cont.)

No use, situational use, or established use

Sample Item During the past 30 days, on the days you smoked, how many cigarettes did you smoke per day? (If response is “none,” respondent can be categorized as “no use”) During the past 30 days, on how many days did you smoke cig arettes? During the past 30 days, on the days you smoked, how many cigarettes did you smoke per day? (If response to first question is 6 days or fewer, and response to second question is 4 cigarettes per day or fewer, respondent can be categorized as “situational smoker”) During the past 30 days, on how many days did you smoke cigarettes? During the past 30 days, on the days you smoked, how many cigarettes did you smoke per day? (If response to first question is 6 or more days, and response to second question is 5 or more cigarettes per day, respondent can categorized as “established smoker”)

Smoking cessation

During the past 12 months, did you ever seriously try to quit smoking cigarettes? How many times, if any, have you tried to quit smoking? When you last tried to quit, how long did you stay off cigarettes?

Actions to avoid secondhand smoke

Have you asked an acquaintance not to smoke around you or others in the past 30 days? Have you asked a stranger not to smoke around you or others in the past 30 days? Have you avoided a smoky place in the past 30 days? Have you gone to a smokefree club in the past 30 days? If you went to a smokefree club, was part of your decision based on knowing that it was smokefree?

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385

Appendix 6.1: Key Elements of a Request for Proposals (RFP) for a Media Campaign Requests for Proposals (RFPs) vary significantly among states and organizations. They range in length from less than 10 pages to over a hundred pages. They also vary in terms of the elements included. The following is a list of potential elements to include in an RFP. It is not meant to be a recommendation for the structure or con tent of your RFP; rather, it is meant to help you in writing your RFP by providing information about elements other states have included and issues that have arisen. Your state or organization may not want to include in your RFP some of the elements listed below. Likewise, your state or organization may have additional requirements that are not addressed in this document.

General Information/Introduction Background and Overview What is important to know about the current situation that explains why you are issuing an RFP at this time? Did you just acquire settlement dollars? Was a tobacco tax passed whose proceeds will be going to a tobacco control program? Will a broad tobacco control program be developed at this time, or just a media/PR campaign?

Statement of Purpose/Goals/Objectives What are you trying to achieve through the media/PR campaign? This may include a statement of work for the media campaign. If you have selected target audiences for the campaign, include those as well. Be as clear and selective as possible. The more specific you are, the more focused proposals the bidding agencies can develop. If funds are limited, you may need to focus on one goal and one or two target audiences rather than diluting your efforts by trying to influence many audiences to change behaviors.

Description of the Health Department or Program Share relevant information about current and past tobacco control programs and describe which organiza tions have been involved. Describe past or existing tobacco control efforts and media campaigns. Succinctly describe what media and public relations efforts have been implemented in the past and their results, if available.

Description of Problem the Campaign Needs to Address Share research and data specific to the state, including any important regional, demographic, or other differences.

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Budget or Funding Level Be specific about the time period for the budget, whether funds will be renewed after the first year, conditions for funding renewal, etc. If funding is uncertain, it is acceptable to include the existing conditions that have made the funding level uncertain. Also include the date when you expect to know the outcome. You may have the bidders prepare proposals at different funding levels.

Contract Period You may want to check with your state health department’s contract office to determine the types of contracts available to your program. For example, you may be able to have a contract renewable for a certain number of years, contingent upon your approval rating of the agency. Note the beginning and end dates for the contract.

Proposal Requirements Eligibility Criteria State who may apply for the contract. Optional requirements include the following: • Agency based in the state. Some state government policies require hiring only in-state contractors. • Submissions only by agencies with certain experience. For example, you may want to hire an agency with experience in one or more of the following areas: marketing, public relations, marketing research, specific ethnic group marketing, youth marketing and public education, direct marketing, new media (e.g., Internet), sports and entertainment marketing and merchandising, media buying and planning, creative development and production, grassroots organizing, crisis management, or special events. • Annual billings within a specific range. The rationale for including this is that you might not want to hire an agency that is so small that you’re concerned about it’s capability to handle your account or so large that you’re concerned that your account won’t be so important to them. • Lead agency may partner with other agencies that have needed experience. For example, lead agen cies without ethnic marketing experience may still be considered as long as their proposals specify which ethnic marketers they would partner with.

Proposal Content and Format Requirements • Formatting, such as white 8 1/2" x 11" paper, page numbering, limitations on number of pages, required appendices. Providing such requirements may not only make the proposals easier to read but may also help avoid the tendency of advertising and PR agencies to “out-glitz” each other by using the most creative, original formats for their proposals.

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387

• Inclusion of specific elements and organization into specific content sections. For example, required elements might include a standard cover sheet with signature, table of contents, proposal narrative, narrative responses to questionnaire, proposed budget in standard format, work plan or action plan, nondiscrimination compliance statement, drug-free workplace certificate, etc. • Examples of desired formats for proposal pages or appendices.

Potential or Perceived Conflict of Interest All applicants should be required to provide a statement of disclosure regarding potential or perceived conflict of interest due to connection with the tobacco industry, and you should provide the standard format for this statement. Potential or perceived conflict of interest could include affiliation or contractual relationships, direct or indirect, with tobacco companies, owners, affiliates, subsidiaries, holding companies, or companies involved in any way in the production, processing, distribution, promotion, sale, or use of tobacco. You may choose to state in the RFP any of the following: • Only agencies with no such affiliation within some time frame (e.g., the past five years) are allowed to apply. • Any tobacco company affiliation disqualifies an agency from competing for the contract. • An agency must divest itself of such affiliation prior to bidding and must submit with its bid written documentation of such divestment. • Such affiliation doesn’t necessarily disqualify agencies, but disclosure of real or apparent conflict of interest is required in the proposal. In addition, you may require a written statement that the selected agency will not accept such relationships during the term of contract with the health department.

Applicant Questionnaire You may ask each applicant to answer questions regarding the agency, including areas such as the following: • Agency mission and philosophy • List of key agency staff and agency offices • Description of departments and staff positions within the agency • Organizational chart • Names of other agencies, subcontractors, and consultants to be included in submission • Number years in business

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Appendices


• Annual billings • Experience with government, nonprofit, or health-related accounts • Antidiscrimination policy • Past pro bono work and contacts for references • List of top accounts (typically based on billings) and contacts for references • Examples of accounts that demonstrate the agency’s experience in changing behavior on social or public health issue (including key results) • Information about how the agency uses research in developing, executing, and

evaluating campaigns

You may ask for a narrative about how the agency plans to provide the required services. This may include more specific information about the particular agency staff who will be working on this account (e.g., titles, functions, education, experience, accounts handled at current agency, accounts handled at previous employer, level of responsibility). You may also ask about discounts, bonuses, or pro bono work the agency will offer.

Compensation You may ask bidding agencies to recommend how they should be compensated for their work on the campaign. This will help you understand how they typically charge clients and may highlight to you some innovative approaches to compensation. In addition, you may ask for a proposal for a performance-based contract or the agency position on performance-based contracts. A performance-based contract makes the agency more accountable for bottom line outcomes of campaign; one caveat is to make sure that your expectations are real istic regarding what the potential outcomes will be. Remember that the compensation proposal is only a starting point for contract negotiations. You may choose another compensation arrangement when you negotiate the final contract with the selected agency.

Examples of Work You may ask for examples of creative executions, especially those most relevant to the current proposal, such as materials targeted toward teens if the proposal is for a youth antitobacco campaign, materials targeted toward Hispanics/Latinos if the proposal includes a Hispanic/Latinos component, etc. Examples of materials would normally be submitted in one or more of the following forms: videotape with TV and radio ads, photos of outdoor ads, copies of print ads, examples of brochures or other educational materials, and hard copies of Web pages. You may also ask for other materials or information related to the individual campaigns (e.g., cam paign results, summaries of research, target audience development, campaign strategy from one completed campaign, PR plan, samples of press materials, media plan, event plan).

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389

Ideas for Addressing Your Campaign’s Goals Requesting the bidding agencies’ ideas about approaches to your campaign will help you gauge the level of strategic and creative thinking that they can bring to your program. The description of the agency’s proposed approach to addressing your campaign’s goals might include information on their understanding of the prob lem; strategic thinking about how to address the problem; identification of target populations(s); campaign strategies and action plans; description of media buying plans and strategy; PR strategy, including media cov erage, promotional events, and integration with local programs and target population(s); links to existing tobacco control efforts; how research and evaluation would be conducted; general estimate of how funds would be allocated; use of existing resources and materials (e.g., CDC’s Media Campaign Resource Center, state clearinghouses); and input from external experts. It is not recommended that you ask the bidding agencies to develop and present new creative ideas or specific advertising executions. Creative development is very time-consuming and can only be done well when agen cies have full knowledge about the issue and are fully immersed in the campaign development. If you do request or allow for new creative ideas to be presented, you will want to include a statement that the health department has ownership of ideas or adaptations of ideas contained in any proposal submitted, as well as the right to copyright them.

Proposal Preparation and Submission Schedule/Timeline Provide information about bidder’s conference and any other pertinent dates.

Application Deadlines Include date/time of deadlines for letter of intent (confirming intent to submit full proposal) and complete proposal package.

Key Contact Information at Health Department Provide contact information for key health department staff that may be contacted regarding the RFP process. Include instructions for how to submit questions.

Instructions for How To Submit Application Include date and time that application is due, address where applications should be sent, and whether faxed applications will be accepted. List the number of copies of the application required. Typically, agencies are asked to submit multiple copies so that the health department does not have to make copies of the proposals for the reviewers.

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Appendices


Instructions for How To Withdraw Application Provide information about how an agency can withdraw an application after it has been submitted.

Reasons for Disqualification Possible reasons for disqualifying an application include the following: •

Incomplete or late submission

•

Failure to meet requirements regarding lack of tobacco industry affiliation

•

Attempts to influence a member of review panel during the review process

•

Submitting application with false, inaccurate, or misleading statements

•

Unwillingness or inability to fully comply with proposed contract provisions

Proposal Review/Evaluation/Selection Criteria for Evaluation of Proposal Proposals may be evaluated based on factors relating to the agency and staff (agency background, agency capabilities and experience, agency personnel, capabilities and experience of subcontractors), materials sub mitted (samples of work, strategic plan for campaign, proposed media strategies and plans, proposed budget and timeline), or quality of the proposal (clarity, creativity, innovation, quality, balance). You may choose to include in the RFP a point structure identifying the maximum number of points each section of the proposal can be awarded. You may choose to require oral presentations by some or all applicants.

Information Regarding Review of Proposals List the stages of review process, whether the review sessions will be open sessions or closed to the public.

Award Notification and Contract Negotiation Provide information about how (e.g., e-mail, fax) and approximately when applicants will be notified about results. You may choose to not send the final notification stating that an applicant has not been selected until after a contract is signed with the agency that is selected during the review process. If you are not able to agree on contract terms with the selected agency, then you may begin negotiating with the second choice.

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391

Other Rules/Information/Disclaimers Your state may choose to include some, none, or all of these stipulations: • The health department reserves the right to negotiate and clarify before entering into contract. • The health department reserves the right to amend the RFP prior to the proposal submission date. Applicants who have submitted a letter of intent by the required date shall be notified of amendments and will be afforded an opportunity to revise their proposal to accommodate the RFP amendment. • In the event that the health department is unable to execute a contract with the agency selected, the health department reserves the right to continue evaluations of other agencies and select another agency. • The RFP does not constitute commitment by the health department to award a contract. • Deliverables and other materials provided by contractor to the health department become the property of the health department. • A schedule of regular meetings between the agency and the health department will be required. • Reasons for termination of contract may be listed in the RFP. • The health department reserves the right to remove or replace subcontractors. • The health department assumes no responsibility or liability for costs incurred by bidders prior to contract award. • Confidentiality policies vary by state law. Some state health departments will not release information to bidders or anyone else regarding the content of any of the applications during the RFP process (or at any time). Other states require an open review process, proposals becoming public information at the end of review process, or both. • Some states have subcontracting policies or requirements. • Some states have affirmative action requirements.

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Optional/Possible Appendices Your state may choose to include some, none, or all of these appendices. • Applicant Information Sheet. This might include information such as agency name and address, tax identification number, name of main contact at agency, and signed affirmation that statements contained in application package are true and complete. • Checklist for Responding to RFP. This would clarify what key elements must be included in proposal. • Proposal Evaluation Instrument or Evaluation Summary Sheet. This is the evaluation form used by reviewers to assess proposals. • Standard contracts agreements/forms. Some states have specific language required in all contract agreements or forms used in all contracts. • State contract terms and conditions (e.g., taxes, warranties, payments, indemnity, liability, insurance, termination, records maintenance, severability). • Signature Verification Form. This would serve as notarized proof that the individual signing is authorized to execute contracts on behalf of bidder or contractor. • Consultant/contractor submissions form/contractor data and certification form (might include information such as contractor name and address, tax identification number or social security number, contact information, and resume or statement of qualifications of key personnel). • Reference Review Form • Sample health department tobacco control program budget • Conflict of Interest Statement/Statement of Disclosure of Tobacco Industry Affiliation/Statement of Assurance • Certificate of Independent Price Determination. With this form, the bidder certifies that the prices in the proposal have been arrived at independently without consultation, communication, or agreement with any other bidder, and that the prices in the proposal have not been and will not be disclosed by the bidder, directly or indirectly, to any other bidder before bid opening or contract award unless otherwise required by law. • Outline of proposal format • Outline of line item project budget form • Errata, amendments, addenda • Instructions for oral presentations • Q&As

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Appendix 6.2: Questions and Answers on RFPs

Issues Related to RFP Process 1. How much time should the RFP process take? How much time should be allowed for each step in the process? Each state has different rules and schedules for the RFP (Request for Proposals) process, based on variables such as state restrictions and the state funding cycle. Thus, there is no golden rule, but there are some general considerations. The key is to allow sufficient time in each step to accomplish the work required, while not delaying unnecessarily the hiring of an agency. The entire process generally takes from six weeks to three months, but much more time can be required if contract negotiations are difficult or if a bidding agency con tests the award decision. Here’s a general outline of the steps involved and the approximate time needed for each step: • Release of RFP. The RFP should be released as soon as possible, so an agency can be hired in a timely manner. • Deadline for Submission of Proposals. In general, four to six weeks is sufficient time for the agencies to put together proposals. • Bidders’ Conference. The bidders’ conference is a meeting held so possible applicants can obtain information they need to respond to the RFP. Enough time should be allowed to publicize the RFP and disseminate the information about this meeting to the potential bidders. The bidders’ conference should be held about midway in the four- to six-week period between the release of the RFP and the proposal deadline. This schedule gives agencies sufficient time after the bidders’ conference to deter mine whether they are still interested in submitting a proposal and, if so, to develop the proposal. • Technical Review of Proposals. The technical review is conducted to ensure that the agencies mak ing proposals meet the criteria specified in the RFP and don’t need to be disqualified for any reason. This review should take place immediately after the proposals are due. Completion of the technical review by the appropriate state staff generally requires one to three days, depending on the number of proposals and the complexity of the technical requirements. • Review of Written Proposals. The process for review of written proposals determines the amount of time needed to complete this review. To ensure that all reviewers are able to attend, the dates for the review of written proposals should be set well in advance. If the review committee reads proposals in a room together, the review of written proposals can begin immediately after the technical review and usually lasts one to four days. The amount of time

394

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necessary to read, discuss, and score the proposals depends on the number of proposals and the length of the proposals. If the proposals are sent to the review committee to read before the committee convenes, the time required is approximately one to two weeks, including one to two days to discuss and score the pro posals at the meeting. • Oral Presentations. Agencies that remain in the process after the technical review and the review of written proposals are given an opportunity to make oral presentations. At least two weeks should be allowed for preparation of these presentations. These presentations might include a review of cre ative products from previous campaigns. • Final Selection of an Agency. The final selection of the winning agency may be made after the oral presentations, on the basis of the scores calculated by the review committee. Some states require final approval by a state health department or a state contract officer. This requirement can add several days to the RFP process. • Signing of the Contract. The time elapsing before the contract is signed can vary from one week to more than one month, depending on factors that include the following: – How much specific information about requirements (e.g., compensation and scope of work) is laid out in the RFP – How much negotiation with the winning agency is necessary – Whether the decision is contested by one of the agencies that isn’t selected – How many levels of approval are necessary before a contract is made final. It’s advisable to wait to notify agencies that they haven’t been selected for further consideration until a final contract is signed and not contested. This approach allows you to consider the second or third choices in case a problem occurs with the top choice among the agencies.

2. Should a bidders’ conference be held? Benefits of a bidders’ conference include the following: • Answers to questions can be provided at one time to all the potential applicants present. • A transcript of the conference or a summary of the answers can be put online. • The program manager sees the people and agencies that may be bidding and can estimate how many agencies will bid on the contract.

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The greatest potential negative is the time and energy involved in setting up such a conference. You’ll want the key health department staff involved in the RFP and the contracting process to be present, so scheduling a time when all are available may be difficult. In addition, you might not have all the answers to questions posed to you at the bidders’ conference and you’ll then have to follow up later. This problem can be avoided by ask ing that all questions be submitted in writing in advance. Then you can provide answers in person at the bid ders, conference since you will have had time to prepare answers to questions submitted. An alternative to a bidders’ conference is to have all questions submitted in writing and provide answers online. You can announce the Web address in the RFP and make it clear that bidders can access the Web site to find updates and corrections to the RFP and answers to submitted questions.

3. How should information be disseminated to potential bidders? Most states put the full RFP, along with information such as edits and updates to the RFP and answers to the bidders’ questions, on the contracts section of the state health department Web site. When there is a high level of publicity around spending of funds for the state tobacco control program, many agencies interested in this work will be aware that an RFP is being released. Some states send a copy of the RFP to all top agencies in the state, along with a cover letter inviting them to apply. In addition, there may be publications in the state that advertise government contracts. If your contract will be large enough and you want to attract agencies from outside the state, you might consider placing an ad in advertising industry publications such as Advertising Age, Ad Week, or Brand Week.

4. Should health department staff perform site visits to the agencies that are bidding? Site visits allow you to see the work space and sense the tone of the environment in which the agency staff work, and these visits may help you to better understand the technical capabilities of the agency staff. Some states and organizations have found site visits to be very beneficial, but the vast majority of states don’t per form site visits, and they’re probably not necessary unless extenuating circumstances exist.

5. How should the written proposals be scored? Methods for scoring the written proposals are different in each state. Some score sheets include a number of categories that correspond to the sections of the RFP. Other score sheets include sections addressing elements such as agency experience and knowledge, technical capability, previous creative, expertise in market research, experience with media campaigns targeting a particular population, and budget management. Most states set the criteria for scoring of the proposals. In some states, however, the reviewers are given the opportunity to provide input, and the final decisions on criteria for scoring rest with the health department.

6. How should the process for review of written proposals be managed? There are several options for managing the process for review of written proposals, and states manage this process in different ways. Some states have reviewers read the proposals in advance; others have reviewers read the proposals together. Some states allow reviewers to share scores; others explicitly prohibit sharing of 396

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scores. Some states allow reviewers to change their scores after seeing all of the presentations; others do not allow such changes. You may have some flexibility in making these decisions, but some of the decisions will be mandated by state policy. Here are some methods states use to manage the review of written proposals, along with related benefits and drawbacks for each method: •

Reviewers read proposals before meeting to discuss the proposals. – Benefits. If reviewers read the proposals before meeting, the discussion moves more quickly. Reviewers can read the proposals on their own schedule. They may be able to pay more attention to the details when they read alone than when they read in a group. – Drawbacks. Reviewers may forget the specifics of the proposals between the time they read them and the time of the meeting where the group scoring is done. Also, a large volume of proposals must be shipped or hand delivered to each reviewer. Reviewers must then bring the materials with them to the review session. In addition, some reviewers may not take the time to review the proposals before the review session. If there are a lot of proposals, review committee members may not have the time to thoroughly read each proposal. In that case, you can assign, in advance, one review committee member to report on each proposal to the group and have someone else be a second reporter, to add anything the first reporter missed. These two individuals would be responsible for reading the proposal most thoroughly, although others will read it, too.

•

Reviewers read the proposals when they come together in one room. – Benefits. If the proposals are read at a meeting, they don’t have to be shipped to reviewers in advance and brought back by the reviewers. Control and confidentiality of proposals are assured. Also, the information is fresh in the minds of the reviewers when they do the scoring. – Drawbacks. Reading in a group can be very distracting and tiring. Different reviewers read at dif ferent speeds, and the time devoted to each proposal may not be sufficient for adequate review. In addition, reading in a group takes longer than if reviewers come together after reading the pro posals. It may be difficult for some review committee members to set aside such a large block of time from their busy schedules to participate in the reviews.

•

Reviewers are allowed to share scores with the committee. – Benefits. One benefit of sharing scores is that it allows a reviewer to gauge his or her scoring against the scoring by other members of the review committee. The committee can assess whether the scoring method is consistent among all the reviewers and can make appropriate adjustments for equitable scoring, if necessary. – Drawbacks. One potential drawback of sharing scores is that one reviewer with strong opinions may influence others on the review committee.

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•

Reviewers are not allowed to share scores with the committee. – Benefits. A prohibition against sharing scores may ensure that reviewers are not influenced by scores of other reviewers. This approach may be more objective than the sharing of scores, and may be mandated by state contract policy. – Drawbacks. The main drawback of a prohibition against sharing scores is that different reviewers may use different methods to score proposals, and the review committee is not able to assess if scoring is inconsistent.

•

Reviewers are allowed to change scores after reading, discussing, and scoring all the proposals. – Benefits. Regardless of whether scores are shared with the rest of the review committee, it’s help ful for reviewers to be able change their scores after reviewing all the proposals. This is especially true for a reviewer who has never participated in an RFP review. After reading all the proposals, a reviewer has a better sense of the range of responses and can go back and view the first few pro posals with a better perspective of what is good and bad in each of the proposals. – Drawbacks. Some reviewers may be unduly influenced by other committee members. Changing scores may add time to the process. In addition, changing scores may be prohibited by state con tract policy.

•

Review committee meets in person. – Benefits. The importance of selecting a contractor probably justifies the requirement for a meet ing of the review committee. For most states, the media campaign contract involves a large amount of money and a significant portion of the budget for the tobacco control program. The discussion and interpersonal interaction are critical to the decision-making process. – Drawbacks. A meeting of the review committee requires that reviewers travel to a central loca tion, which may involve time and travel expenses.

When there is no other alternative, one or more reviewers may participate in the review of written proposals by telephone. This option is rarely used and is not recommended, because of the value of having all the reviewers interact in person.

7. Should the bidding agencies be required to make oral presentations? Oral presentations are very useful and should be required. They help to identify differences among the agen cies that score well in the review of written proposals. Also, they often allow a better understanding of aspects of the agencies that don’t always come across in a written proposal. These aspects include factors such as work flow and procedures, creativity and style, and technical capabilities.

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8. Who should make the oral presentations for an agency? If possible, you should require that the individuals who will be your day-to-day contacts make part or all of the oral presentation. You can ask that specific people be part of the presentation team (e.g., the financial person, the primary client contact, and the creative lead). The oral presentation is an opportunity for you to meet the individuals who will work on the account and to determine whether you have “chemistry” with them. You want to avoid being “wowed” by the agency head(s) or other trained presenters, only to find that you’ll be working with lower-level staff once the agency is selected and contracted. You can also specify a minimum and/or maximum number of people to participate in the oral presentation. Usually agencies will want to include more people, so providing a minimum is not usually an issue. Some states limit the number of agency staff making the presentation within a range of five to 10. Other states don’t limit the number. You may choose to require that only the staff making the presentation be allowed to attend this RFP session, or you may allow additional agency staff to be present to answer questions. In general, you want enough agency staff present to give you a clear picture of what the agency has to offer, but not too many whose presence is unnecessary. Depending on the site for the oral presentations, space may be a limiting factor.

9. How many agencies should be invited to make oral presentations? Ideally, you’ll want to invite a minimum of three qualified agencies to make oral presentations, to ensure that the review committee has an adequate number of agencies to review. In some cases, states have invited only two agencies to give oral presentations, because only two were qualified to move past the review of written proposals. Also, you should set a maximum number of agencies to make presentations. It’s not advisable to allow all the bidding agencies to give oral presentations, for several reasons: • Depending on how the scoring is configured (i.e., how many points are assigned in each phase of the review and whether the scores from each phase are cumulative), it’s usually not possible for an agency with a relatively low score after the review of written proposals to be a top scorer after the oral presentations. • Reviewers will find it difficult to listen to too many presentations, especially if they know that some of the agencies have no chance of winning the contract. • Preparation of an oral presentation requires an investment of time, money, and energy, so it’s not fair to ask agencies that have no chance of winning the contract to put this level of effort into the oral presentation. • Because you want to select an agency that does well in both written and oral communications, it’s beneficial to eliminate agencies that don’t submit a strong written proposal, even if they might be able to perform well in an oral presentation. Appendices

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• If the written proposal is of low quality, you may not want to give the impression to the agency that you think their work was good enough to merit the invitation for an oral presentation.

10. How should the oral presentations be scored? As with the scoring of the written proposals, the methods for scoring oral presentations are different in each state. In many states, reviewers are allowed to provide a combination of number scores and written com ments. In other states, reviewers can provide only a number score, but the score sheets leave space for review ers to make notes that help them to determine their scores. Depending on the laws and policies of the state, the score sheets may become public record. Reviewers should be notified of this policy in advance, so they are aware that anything they write will be accessible to the agencies and anyone else interested in examining the score sheets. You’ll need to determine how many points to allocate for each phase of the review. Another important deci sion you must make is whether the final selection should be based on a total score from all phases of review or whether the score in each phase is used only to determine which proposals move forward to the next phase. Some states assign points during the technical review; others don’t score that phase but do eliminate propos als that don’t qualify. In other states, the scores for the written proposals determine which agencies are invited to give an oral presentation, and the scores for the oral presentation determine which agency is offered the contract. In still other states, the total score from all phases of the review process (technical review, review of written proposals, review of oral presentations, and review of creative) is the only factor used to award the con tract. This strategy allows one phase of the review to be given more weight by assignment of more points to that phase. However, this option should be exercised with caution. If you choose to give more weight to the review of written proposals by assigning more points to it than are assigned to the oral presentations, be aware that if the written proposals have a wide range of scores, the reviewers of the oral presentations may not be able to influence the final outcome, because they have fewer points to assign. This outcome eliminates the benefit of having additional input for decision making, based on the review of the oral presentations. Some states don’t allow the review committee to make the final decision; instead, the committee is asked to make a recommendation. Then the health department makes the final decision. The reviewers’ qualitative comments can be helpful to the health department staff in their final determination, particularly when the scores are close.

11. How should the review process for the oral presentations be managed? As with the process for review of the written proposals, there are several options for managing the process for review of oral presentations, and states manage this process differently. The comments in response to question 6 about sharing scores and changing scores are also relevant here.

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You should schedule enough time for each agency to set up (at least 15 minutes) and to make the presentation (one to two hours). Additional time is required for reviewers to ask questions of the agency (30 to 60 minutes) and then to discuss and score each presentation (30 to 45 minutes). Time is also needed for activities such as breaks and meals. You’ll need to provide a private and quiet room where the reviewers can talk while the next agency has access to the presentation room to set up for the oral presentation.

12. What kinds of questions should agencies be given in advance of oral presentations, and which questions should be surprises? Providing each agency the same set of questions, either in advance or during the oral presentation, gives the reviewers some common ground for assessment and comparison of the agencies. Questions given to agencies in advance should call for responses that require planning, data gathering, alignment with agency manage ment, or other time-consuming preparation. Surprise questions should require strategic thinking (specific choices or recommendations) related to the proposal. You should be able to ask the agency “why…?” in rela tion to any part of its proposal, because presumably everything in the proposal was developed with use of good strategic thinking. Some questions are appropriate either in advance or during the presentation; for example, “What potential media crises do you foresee on this account, and how would you respond?” To demonstrate levels of creative and strategic thinking, some states ask agencies to perform tasks such as putting together initial creative ideas or developing a proposed media placement schedule. You shouldn’t ask agencies to develop near-final ad executions as part of their written proposals or oral presentations. In addi tion to the time, cost, and energy required, such a task sets an agency in a particular direction without provid ing the necessary baseline data and input from the state staff.

13. What is the ideal composition of a review committee? Many states have specific restrictions or policies that help to determine the makeup of the review committee. Such restrictions include requiring that all or a majority of the review panel live in the state or prohibiting state tobacco control staff from being on the panel. You need enough reviewers that the committee represents a range of backgrounds and expertise but not so many that the process becomes cumbersome. One member should have experience working with minority and diverse populations. Many states invite people who manage tobacco counter-marketing contracts in other states to serve on the review committee, because they’ve been through the RFP process and often can offer helpful insights from experience. You can ask people in other agencies within your state government that have large advertising or marketing contracts (e.g., the lottery, tourism, or agriculture). Also, you may want to include one or two people from national organizations who have worked with other states on their counter-marketing efforts and can offer a national perspective. For example, representatives from the Health Communications Branch of the CDC’s Office on Smoking and Health, the American Cancer Society, the Campaign for Tobacco-Free Kids, and other national organizations have served on review panels in a number of states. In addition, it’s helpful to

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have people on the committee who have experience working in advertising or marketing, either for an agency or as a client. Most people with such backgrounds have an in-depth understanding of how to develop a marketing plan and advertising campaign and how to select an agency. They are also likely to be able to see through the glitz of the written and oral presentations.

14. Should the same committee review the written proposals and the oral presentations? Sometimes state regulations and policies determine whether the same panel must review the written propos als and the oral presentations. Some states require use of the same panel for both reviews; others have no such requirement. One benefit of having the same group for both reviews is that the reviewers can follow up during the oral presentations with specific questions about the written proposals. One benefit of having different groups for both phases is that a new person added to the panel for the oral presentations comes into the process with a fresh perspective and can assess the presentations without being influenced by the written proposals.

Criteria To Aid in Selecting an Agency 1. What are some of the issues with hiring an agency based in another state or city? Some states must select suppliers and contractors that are within the state, because government rules and policies require doing so or because if they don’t, they’ll be seen as giving business to other states and not sup porting the local economy. In addition, if an agency from a state or city other than the location of the health department offices is selected, communications will be more difficult, because face-to-face interactions will be less frequent. Problems could result, because the state and the agency should be partners in most aspects of the campaign planning, execution, and evaluation; thus, the better the communication and interaction are, the more productive the work relationship can be. Nevertheless, it’s important that every state considers the best candidates available. Effective marketing and advertising are not easy to achieve, and a local firm should not be selected at the cost of compromising the quality of the work. States should “cast the net” as broadly as possible and then choose the best candidate on the basis of specified criteria. The criteria used to select the agency should always be clear and supportable in case they are later challenged by individuals or organiza tions outside of the selection process.

2. What skills, experiences, and capabilities should be required of the ad agency? Of the public relations agency? The ad agency chosen should have experience in planning, implementing, and evaluating comprehensive ad campaigns. Agency staff should be familiar with the marketing mix (product, placement, packaging, price, promotion, and politics), so they understand the importance of each element and the interrelatedness of all the elements. They should have strengths in the areas of creativity and strategic thinking (i.e., making important choices about the direction of the communications plan). The work they produce should clearly show a balance between keeping a strong strategic focus and developing products that are insightful, interest ing, and deliver an impact. The ad agency should have the following functions in house: (1) account services,

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(2) creative, (3) media planning and buying, and (4) research. In-house planning is optional, but more and more agencies offer this service, which is a cross between research and strategic planning. If the agency doesn’t do media buying or research in-house, agency staff may have sufficient experience with the function and a strong relationship with a subcontractor to provide these services through a subcontract. If a PR agency is to be selected, the staff of the PR agency should have experience in planning, implementing, and evaluating comprehensive PR campaigns. They must have in-depth experience interfacing with the media and should be able to show a track record of successful placements, for example, media coverage and stories that achieve high reach of target audiences, adequate frequency, exposure through major media outlets, and appropriate positioning of the issue and content covered. The staff should understand and show knowledge of the key tools for earned media (e.g., media kits, news conferences, editorial board meetings, press releases, and event planning). (See Chapter 8: Public Relations and Chapter 9: Media Advocacy for more information on these tools.) Ideally, they should understand and have experience working with ad agencies and other diverse partners. Also, if you’d like your agency to conduct media advocacy training sessions for your local coalitions, make sure that the agency staff have the necessary experience and that they understand the relationship between local coalitions and the state program.

3. When should subcontractors be used? Subcontractors can be hired by the lead ad or PR agency when the agency doesn’t have the in-house expertise or resources to manage and execute a certain part of the contract. The lead agency shouldn’t subcontract major pieces of the campaign, but it may be difficult to find one agency that can meet all the needs detailed in the state’s RFP. By subcontracting, a strong lead agency can do what it does well and can manage the work of the subcontractors without executing the work themselves. Common examples are subcontractors who have expertise in communication with special populations, media-buying firms, PR agencies, and research firms, as long as they’re not conducting research to evaluate the effectiveness of the lead agency’s outputs. Subcontractors often report directly to the lead agency rather than the state health department, so their work is funneled through the lead agency. However, in some cases, it’s important to have the subcontractors inter face directly with the state, so the state can more easily assess the expertise they bring, ask questions, and develop a positive working relationship with them. In addition, it may be beneficial to structure the contract so that, in the event you aren’t satisfied with the work, you’re able to replace the subcontractor without having to issue a new RFP.

4. What size should the agency be? There’s no ideal size for an agency. The state must decide whether a large agency or a small agency better meets its needs. One advantage of small agencies is that you may be a large client to them, and if so, you’ll get plenty of their attention, including significant involvement from personnel in upper management, who are typically the most seasoned members of the agency. If you select a very large agency, the agency’s best people may not be assigned to your account, and personnel in upper management may not have time to spend on Appendices

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your campaign. One advantage of large agencies is that they often have more internal resources. More of the important functions (e.g., account planning, media planning and buying, and research) are in-house, so they’re more directly available to you as the client. A large agency may also have a longer history and thus may have more experience in advertising and marketing. In addition, large agencies tend to be more stable, because they’re less vulnerable to economic upturns and downturns. Many states select an agency that has sufficient billings and internal infrastructure to do quality work but is small enough to consider the state’s account an important one.

5. Is an agency’s connection with the tobacco industry acceptable? Should disclosure statements be required during the RFP process? The acceptability of hiring an agency that has connections with the tobacco industry is controversial. One view is that no links to the tobacco industry should be allowed, so even agencies owned by a company that does business with a tobacco company subsidiary should be prohibited from competing for a contract. The contention is that any links to the tobacco industry may compromise the quality of the agency’s work, because the agency will have a more important “master” to serve (i.e., management of the tobacco company). Another concern is that confidential tobacco control information that is shared with the agency could find its way into the hands of the tobacco industry. A different viewpoint is that if the links to the tobacco industry are weak (e.g., a subsidiary connection), the agency should be allowed to compete for a contract. The argument is that if the criteria are too restrictive, the health department or another lead state agency could rule out some of the best-qualified communication firms. Many of the top firms have some loose connection with the tobacco industry, because of the industry’s breadth of products and businesses. This view proposes that if the state sets high expectations for the agency (e.g., in a performance-based contract) and the agency performs well, the contract should continue. If the agency doesn’t perform well or if the state suspects that agency staff are not giving the campaign their best efforts, the contract should be terminated. Another consideration is how audiences will perceive your campaign if it’s known that the agency you chose has ties to the tobacco industry, however loose they may be. You may want to determine in advance whether your campaign messages will be credible to your audience and how your legislators may respond. Disclosure statements should be required of all agencies bidding for work on the state’s counter-marketing campaign, so RFP reviewers have knowledge of any affiliation with the tobacco industry and can assess it appropriately. In addition, it’s common practice to include in the contract with the ad agency a prohibition against accepting tobacco industry business while the agency is under the state contract. You must define what is meant by “accepting tobacco industry business.”

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6. How heavily should experience with government programs be weighed? How important is experience with pro bono or public service programs or with campaigns related to health issues? The experience of an agency with government or public service programs should be considered in the RFP selection process. However, the most important strength that an ad or PR agency can bring to a contract is the ability to develop and execute effective communications. Experience working with the government is important because agencies must understand that the government doesn’t behave like most for-profit clients. State health departments are subject to many rules and administra tive policies that must be followed. If an agency doesn’t understand the constraints the state has, it may have a slower start, may not take into account these constraints in terms of planning timelines, may not involve the necessary people in decisions, and may become very frustrated by a system that is unfamiliar to its staff. Pro bono experience may be considered important for at least two reasons, although neither of these reasons should make it a priority criterion for awarding a contract to an ad or PR agency. The first reason is philosophi cal. Pro bono experience may show the agency’s level of commitment to serving the community, not just prof iting from it. The second reason is based on expertise. Pro bono work may give an agency experience working on issues relevant to tobacco control (e.g., youth drug use, gambling addiction, or referendum campaigns). Agency staff may gain perspective to help them better understand how to approach prevention of youth tobacco use, smoking cessation in adults, or reduction of exposure to secondhand smoke. Experience with a public service campaign may be important for the same reasons. In addition, if an agency has been able to secure free media placements for public service announcements, the staff may have expertise in getting the most media placements possible with limited or no funds. They may also have good relation ships with media outlets and experience in acquiring bonus weight for media placement. Experience in a campaign related to health issues may give the agency insights into ways to approach the health issue of tobacco use. The task of influencing people to change behaviors related to tobacco use can be extremely challenging, and experiences addressing other types of behavior change to improve health may be applicable. In addition, such experience may make an agency more familiar with the workings of health organizations and government agencies that focus on health issues. Agencies bidding on a contract must do more than include in their proposals the names of campaigns they have worked on pro bono or with health organizations or government agencies. They should also be required to elaborate on how they developed and implemented the campaign(s), including the approaches they used; the insights they gleaned that helped them to create persuasive communications that had impact; the media vehicles used and why; and the results of the campaign(s).

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Other RFP Issues 1. If an ad is produced by an agency, but the creative (the ad agency person whose job is to develop ideas for advertisements) who designed the ad leaves the agency and is hired by another agency, can the ad be used as an example of the former agency’s work, the work of the person who designed it, or both? There’s no clear answer to these questions. Agencies and agency personnel who produce creative materials will make individual decisions about which ads they’ll show as examples of their work. A good ad or ad cam paign comes from both the individuals who create it and the whole agency. The individual Creatives will come up with the ideas, but the management always reviews the work and provides input to it. If an agency or an individual includes ads as examples in a proposal, you can ask questions about the ads to determine how involved they were in the development process and how much of their own thinking went into the ads.

2. What are the advantages, disadvantages, and logistic considerations of using a performance-based contract for the agency? How should such a contract be structured? Performance-based contracts with agencies have been used by several states and by the American Legacy Foundation as a way to increase the accountability of the ad agencies, keep them focused on the bottom line of desired outcomes, and challenge them to achieve aggressive objectives. A performance-based contract can be developed in several ways. In the RFP, you can ask the prospective agencies how they would propose con structing the compensation package, including any performance-based elements. This request will heighten their awareness that you’re considering a performance-based contract, and it will give them an opportunity to share with you methods that have worked well with other clients. You should also ask some of the states and organizations that have used performance-based contracts for information, such as the wording they used and what changes they would make if they awarded a performance-based contract again. Typically, a compen sation level is established for the work provided and the performance-based aspect allows the agency to earn additional compensation if the previously established objectives of the campaign are achieved. For example, the agency might be able to earn 5% more if the campaign achieves the objectives or perhaps 5% less if none of the objectives are achieved. The downside to performance-based contracts is that they don’t have the flexibility to take into account spe cial circumstances. For example, the objectives may have been set too high in the face of a difficult political environment and lack of support from the legislature or the governor. On the other hand, the objectives may have been appropriate when the campaign started, but they didn’t take into account other tobacco control efforts that would help the campaign to accomplish its objectives, so their achievement became too easy. The use of absolute measures to gauge success, and thus compensation, doesn’t always take into account the volatility of the environment in which a campaign operates.

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3. What questions should be asked to determine levels of expertise in media planning and media buying? Most state planners of media campaigns have limited expertise in the technical area of media planning and media buying. However, questions can be asked, either in the RFP or in an oral presentation, to determine an agency’s philosophy and level of expertise in media planning and media buying. Here are some of the issues to address in the questions: • Level of experience in securing bonus time for media placement and examples of success in securing media placement at low costs • Expertise in media buying in diverse media outlets (e.g., television, radio, outdoor, print, and the Internet) • Strategic thinking related to which media outlets, times of the day, and programs would be most appropriate for each of the campaign’s target audiences • The reach, frequency, and duration of media presence required to achieve the campaign’s awareness levels, and belief, knowledge, and attitude changes • Examples of clients for whom the agency has purchased media • Experience in selecting and buying media placements in all the state’s counties, not just in the big media markets The agencies submitting proposals should also clearly state whether they have the ability in-house to plan and buy media or whether they subcontract that work to outside experts.

4. What are the advantages and disadvantages of creating a “brand”? Should bidding agencies be asked to provide their thinking on a brand for this campaign? Some states and organizations choose to develop a brand for their campaign; others choose not to develop a brand. This decision should be based on the campaign’s goals. If you think that having a recognizable label, identity, or badge to tie your campaign together and help your target audience develop an allegiance to your movement will help to achieve your goals, you should consider developing a brand. However, if you think your campaign’s ads should independently communicate strong messages and convey a sense of pervasiveness without being attached to an institution or organization, then a brand probably won’t serve you well. For example, if the goal is to reduce exposure to secondhand smoke, there may not be a strong reason to develop a brand, as long as the advertising messages are clear and compelling. However, if the goal is to reduce youth cigarette smoking by replacing that “badge” with another one, you may choose to develop a brand to associate with a nonsmoking lifestyle. As a result, youth may choose to wear attire with your brand, assuming that it’s cool, rather than choosing to pick up a cigarette when they’re with their peers.

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Developing a brand isn’t easy. A brand needs to be clear, recognizable, and meaningful and must have positive and desirable connotations among the target audience. It must represent something with which the target audience wants to associate or identify themselves.Those criteria are challenging to achieve. The downside is that if you don’t achieve one or more of these criteria, your effort may have no impact, or worse, your effort may backfire by causing the target audience to reject or make fun of your brand. It’s easy to see the attraction to brands like Nike, Coke, or Britney Spears, but it’s important to realize that for every brand that becomes cool or desirable, there are many, many more that are not considered cool or desirable at all. Depending upon your campaign goals, target audience(s), and budget, you may want to ask the bidding agen cies to develop and present ideas for branding, including whether or not they think branding would help or hinder achievement of the campaign’s goals.

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Appendix 6.3: Elements of a Creative Brief

Purposes of a Creative Brief The creative brief includes key information gleaned from formative research and translates these research learnings into direction for the advertising agency creative staff (creatives) to develop communication materials. It serves as a link between the research and the creative process. The creative brief also helps bring everyone involved into alignment before development of materials begins. Once the individual(s) with responsibility for making the ultimate decision about creative materials has approved the creative brief, materials development can begin.

Elements of a Creative Brief Below is a description of the most common elements included in a creative brief. There are many ways to design a creative brief, and different organizations and agencies will use formats that include some (or all) of these elements.

Project Description and Background The specific assignment for the agency’s creatives. This section provides key background information and short-term tactical thinking to help bring the long-term strategy to life in the target audience’s current environment. The assignment might be a broad assignment such as the following: • Develop comprehensive introductory advertising for a new program designed to reduce exposure to secondhand smoke. • Develop a public education campaign designed to spur individual and community action to reduce young people’s access to tobacco products, especially by building support for local enforcement efforts. The assignment might also be as specific as the following: • Develop a new television advertising execution (sometimes called a “pool-out”) for a campaign in progress. • Create ads for billboards to supplement existing TV and print ads.

Description of the Target Audience Identification of the target audience you want to reach. Examples of target audiences include the following: • Restaurant owners who smoke • 11- to 15-year-old nonsmokers • African-American adult male smokers Appendices

409

•

Family members of smokers

•

Policy makers

Target Audience Insights Descriptive details about the target audience. This should include specific information about demographics, lifestyles, psychographics, and other characteristics of the target audience that help the creatives develop materials appropriate for this audience. Creative materials are most persuasive when based on one or more insights into target audience beliefs or practices related to the concept, product, attitude, or behavior being addressed. These target audience insights can be positive or negative. They are the foundation for building the content of communications materials. One example of a target audience belief that might influence the creation of advertising executions encourag ing youth not to smoke is that youth are more afraid of living a life of pain and physical problems as a result of smoking than they are afraid of dying from smoking, because their perception of death is vague and abstract.

Goal(s) What you want the target audience to do as a result of hearing, watching, reading, or experiencing the com munication. Examples include the following: •

Increase knowledge about tobacco industry marketing practices

•

Change attitudes about exposing other people to secondhand smoke

•

Support policies restricting smoking in public buildings

•

Enter a smoking cessation program

Obstacles Beliefs, attitudes, values, behaviors, or environmental factors that prevent the target audience from adopting the desired attitude or behavior. The obstacles are what stand between the audience and the desired attitude or behavior. Examples include the following:

410

•

Lack of knowledge of the harmful effects of secondhand smoke

•

The belief that smoking is not harmful if one smokes only occasionally in social settings

•

Tobacco industry financial support of community organizations

•

Smokers’ belief that they must quit on their own without getting help

Appendices


Key Promise/Key Benefit(s) Statement of the key benefit(s) or reward(s) (including emotional benefits, if appropriate) that the audience will experience for adopting the desired attitudes or behavior. The key benefit is something that will make changing to the desired attitude or behavior worth it for the audience. Examples include the following: • Ability to live long enough to see one’s children grow up • Saving oneself from great pain and suffering caused by smoking-related disease/illness • Being a good parent by protecting one’s children from secondhand smoke

Statements of Support or Reasons To Believe A statement of support, a reason to believe, or evidence that adopting the desired attitudes or behavior will result in gaining the key benefits. These statements should be compelling enough to overcome the obstacles. Examples include the following: • Sharing the fact that smokers who quit live an average of 15 years longer than smokers who continue smoking throughout their lives, and showing middle-aged and older nonsmokers enjoying life with their children and grandchildren • Showing a credible portrayal of someone who became ill from smoking and revealing how difficult that smoker’s life became • Persuasively communicating the fact that children in households where smoking occurs inhale the same poisons as the smoker

Brand Character Description of the brand’s image or qualities designed to appeal to the target audience (e.g., nurturing and helpful, strong and powerful, credible and trustworthy, or rebellious and independent). Because many tobacco counter-marketing campaigns are not based on a brand, this section is often not included in a creative brief.

Copy Strategy A short paragraph developed to succinctly summarize what the advertising needs to achieve, including who the advertising is directed to, what action is desired, the key benefit(s) of taking that action, the reason(s) to believe that benefit will be realized if the action is taken, and the brand character (if relevant). The format of a copy strategy might be something like, “The television ad will convince A (target audience) to do B (desired action) because they will believe that doing so will provide them with C (key benefit). The reason to believe will be D.”

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411

Tone The feeling that the materials will convey (e.g., authoritative; positive and encouraging; heart-wrenching; supportive).

Media Channels/Vehicles Media vehicle(s) for which creative materials will be produced (e.g., TV spot, radio spot, newspaper ad, billboard, transit ad, Web site, brochure, educational video).

Executional Considerations/Creative Considerations/Mandatories Specifics that the materials should or must contain. Examples include the following: • Materials may need to be easily adaptable for local or national use; therefore, references to names of specific towns or states should not be included. • Materials must not alienate adults even though teens are the primary audience, because adults will be exposed to the materials as well. • The TV advertising must include a five-second tag at the end with the quitline number.

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Appendix 6.4: Creative Brief, Florida

Creative Brief This briefing document is intended to give direction and inspiration to creative. It is the beginning of the process, meant to initiate the dialogue that is an ongoing part of the development of the work. It is a guideline.

Client

Product

Date

Florida Dept. of Health

“truth” TV campaign

6/9/00

Why are we advertising at all?

In an effort to keep the Florida Anti-Tobacco “truth” campaign fresh, we would like to produce 2-3 low-budget, teen TV spots before the end of the fiscal year (July 2000). Ultimately, the teens want to play an important part in delivering the “truth” message to their peers through our TV spots.

(A brief outline of our client’s busi ness situation and the problem/ opportunity this ad needs to address.) What’s this advertising trying to do? (What can we realistically hope to accomplish by running this ad? Be clear, be realistic, and if there’s more than one objective—prioritize.)

Whom are we talking to? (Imagine you’re at a party and you run into someone from our target audience. Describe him or her.) (Whom are we not talking to?) What do we know about our target audience that will help us? (What is the relationship between these people and our product? How does it fit into their lives, how would their lives be different without it? What kind of language do they use to describe our product?)

By telling teens how the tobacco industry is manipulating them, we hope to continue to reduce tobacco use throughout the state of Florida. We want to give teens the knowledge of how the tobacco industry is manipulating them by portraying smoking as glamorous and smokers as attractive and appealing. Teens need to make their own decisions about whether or not they want to smoke. They need to control their own lives. We want to de-legitimize the tobacco industry and de-glamorize smoking. Teen target audience (12-17 year old males and females). Teenagers aspire to be older, so if we want to reach these teens, we must target the 25 year olds.

Teens have the need to rebel, take risks, fit in/be liked, be independ ent, express themselves as individuals and feel respected. The major force behind these needs is for teens to feel in control of their lives, behaviors, their look, whom they choose to be friends with, and where they choose to hang out. Tapping into teens’ need to rebel, the campaign should continue to depict tobacco use as an addictive habit marketed by an adult institution. Continues

413

Appendix 6.4: Creative Brief, Florida (cont.)

Client

Product

Date

Florida Dept. of Health

“truth” TV campaign

6/9/00

What’s the main thought we need to communicate here?

The tobacco industry uses deceitful, manipulative and dishonest practices to hook new users, sell more cigarettes, and make more money. We need to expose these lies and give teens the choice to make up their own minds about smoking.

(Thought, not thoughts. The one thing we want them to take away that will change their behavior. This is the phrase that matters. It should be concise yet meaningful. Think of it as a billboard for the creatives.) Why should they believe this? (What support do we have to show that the “main thought” matters? Relevant facts and information based on both the rational and the emotional are welcome here. Attach detail of this support if it will assist in creative development.) What’s the best way of doing this? (Is it: a slice of life, soft sell, case his tories, animated? Tonality? Give a few executional suggestions. With the emphasis on suggestions.) Mandatories (Things that have to be seen or heard in the advertising. Not opinions, ideas, speculations or suggestions.)

Planning

414

Appendices

Tobacco companies have, for years, worked to target and manipu late teens into smoking. They see teens as potential life-long cus tomers. To date, “truth” has worked to replace the role tobacco plays in the lives of these teens and fulfill their needs.

To compete with the tobacco industry advertising, we need ambi tious, hard-hitting, in-your-face executions. We need to continue to portray teens as rebellious activists with a sense of humor who are willing to expose the hypocrisy of adult institutions. We can show that not using tobacco can be a more rebellious and cool act than using tobacco. Develop scripts that include Florida teens in the spots (i.e., phone calls). The State has decided not to use the spots that were produced for the national Truth campaign (i.e., body bags, lie detector, etc.) because they do not want to run the risk of airing these spots and then having them pulled off the air. Additionally, the spots that fea ture teens going to the tobacco company offices also have legal implications (i.e., trespassing).

Approval Creative

Client


Appendix 6.5: Creative Brief, Centers for Disease Control and

Prevention and World Health Organization

STRATEGY PLATFORM CLIENT:

World Health Organization and Centers for Disease Control and Prevention Project

PROJECT:

“How To Quit” TV—Revised

DATE:

12/13/00

BACKGROUND—what is the situation? The World Health Organization (WHO) and the Centers for Disease Control and Prevention (CDC) with other health organizations are committed to tobacco use reduction; making it a priority over the next three years. The goal is to reduce the use of tobacco products, thereby reducing preventable disease and death. Globally, four million deaths a year are attributed to tobacco use. If tobacco use continues, unchecked, this death rate is projected to rise to 10 million deaths annually by 2030. By 2020, 70% of tobacco-related deaths would be in developing countries. Most of the future tobacco-related deaths over the next 50 years will be those of adult smokers smoking today; thus governments concerned about making health gains for their citizens can make a significant advance by encouraging and helping adult smokers to quit. As part of the commitment to tobacco use reduction, quit tools need to be provided to countries to assist in the fight against tobacco. As mentioned, WHO and CDC are working with other partners to develop a TV spot that educates smokers on “how to quit.” There are many tools to aid quit attempts and it often takes more than one attempt to succeed. Historically, public service announcements (or paid media TV spots) on tobacco have focused on the health risks of smoking—both for active and, more recently, passive smokers. While this remains important, in many countries the vast majority of smokers are now aware of these risks; stating that they want to quit and have tried to quit several times in the past. Unfortunately, however, the vast majority of smokers try to quit unaided, without any support (behavioral or pharmacological), despite the fact that such treatments are available and have been clinically proven to significantly increase success rates. Therefore, there is also a need to educate smokers that effective treatments do exist, that going it alone is the least successful way of quitting and to encourage them to seek out and use such treatments. COMPETITIVE FRAMEWORK—whom are we competing against? General Overview The tobacco companies continue to sell tobacco and their advertising hasn’t changed to include the health risks or addictiveness associated with cigarette smoking. Other than the mandated warning labels specific to

Appendices

415

each country (each country has their own tobacco regulations) and any other enforced mandates, the industry does not disclose information about the health consequences in any of their marketing. The industry continues to expand around the world, in developed and developing countries. Specific to Quit Attempts In the context of helping smokers to quit, the competitor is “Cold Turkey”—the least effective, but most commonly used means of quitting. OBJECTIVES—what are we trying to accomplish? • Overcome the perception that the best way to quit is to go it alone. • Get smokers to think about quitting with help; reinforce that quitting isn’t easy and it’s okay if success isn’t achieved the first time. TARGET—whom we want to connect with (include demographics and psychographics): Adult smokers 18–49 Smokers’ thoughts/behavior on quitting are varied: • Some are in denial that they are addicted and that they can’t quit—they feel they can quit whenever they are ready to. • Some are ready to quit now but still may not realize they need help to succeed. • Others feel the only way to quit is cold turkey. They are not receptive to help because they feel they should do it alone. Even if they have tried to quit before and have failed, they still feel that it’s their own responsi bility to quit. They want to be in control. Accepting help shows weakness and lack of control. CURRENT RESPONSE—what the consumer would say about the brand and/or offer before advertising: I know I need to quit; when I am ready I’ll do it on my own. DESIRED RESPONSE—what we want the consumer to say after the advertising:

I know quitting is hard and I do need help; getting help doesn’t diminish my accomplishment of quitting.

KEY SELLING MESSAGE Don’t quit alone; seek out help to improve your chances of success. MOTIVATING SUPPORT POINTS—why should the consumer believe us? • Cigarette smoking is addictive and it’s hard to quit. Success doesn’t happen overnight. With help, it could be achieved sooner. Quit tools to consider: quitlines, pharmaceutical products, cessation programs, and web sites.

416

Appendices


• Being in the right mindset is crucial (wanting to quit) and having the willpower is critical but getting help will significantly increase chances of success. • Smokers have a tendency to get discouraged if success isn’t immediate; they need to feel this isn’t a reflection on them as a person. They need to know it’s okay to attempt more than once before success is achieved. Additional support points should be specific to the tags for pharmaceutical products or quitline support. For countries that don’t have either of the above, their tags could contain a more emotional message, such as a point about how much your family cares about you and wants you to succeed in quitting—needs to be discussed further. TONE Understanding and Encouraging EXECUTIONAL CONSIDERATIONS—media/timing, unit sizes, budgets, other client directives • One :30 TV spot - :25/:05 split – 25 seconds dedicated to message and 5 seconds dedicated to call-to action. Once in the creative process, the second split will more accurately be determined—the tag may need 10 seconds especially when the support points are clarified and confirmed. • Individual tags (the 5 or 10 seconds) highlighting quitlines, web sites, cessation programs, pharma ceutical products so people know what “quit tools” are available and where to find them. • Translations to be considered being executed by individual countries to ensure appropriate dialect/language. • The organization’s name to be included and will change by country. Each country will be responsible for inclusion when translations are done (need to discuss this portion further). • Due to countries not being identified at this point and the fact this spot needs to globally applicable, the creative concept may need to be more visual and less talent heavy. This will be determined once creative development begins. • Budget: (not confirmed) • Timing: Available the week of May 7, 2001

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Appendix 6.6: Creative Brief, Centers for Disease Control and Prevention CDC/OSH Parenting Project Creative Brief 3/24/00 Target Audience: Less-involved parents with children ages 7 – 11 yrs. Secondary Audience: Less-involved parents with children ages 0 – 6 yrs. Less-involved parents with children ages 12 – 18 yrs. Key messages: You have time to spend with your kids. Here’s how (tactics). Promise: Increased parent/child interaction will help establish protective barriers against future drug and tobacco use. Better communication with your child. Call to Action: Talk/spend time with your child. Content: Activities and/or tactics that parents can do, with minimal effort or time, with their children. Model desired behavior: parent/child interaction and communication. Tone: Fun, Simple, Casual and Friendly Creative Considerations: Television Commercial Print • Newspaper: TV Guide Section • TV Guide Magazine, regional • Fast Food Tray liners • Work Posters Radio – drive time Testing: Concept tested in focus groups (2). Materials tested in 1-on-1’s and with states. Distribution: Via CDC - through state anti-tobacco programs.

418

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Appendix 7.1: Sample Advertising Comment Organizer

Understand • Do you understand the layouts? What’s happening in the storyboards? In the print ad? In the outdoor ad? • Do you understand the ad agency’s recommendation, if one was made?

Evaluate Think about these questions for each creative execution. • What is your overall reaction? Consider each entire ad. – Does it have stopping power? – Is it a fast read? – How would you react as a member of the target audience? – Is it relevant? • Is it on strategy? If the strategy is clear and decisive, this question can be answered promptly. • What is your reaction to the key executional elements of the ad? – Does it clearly communicate the key benefit? – Are the visuals and language provocative? – Is brand identification sufficient if that is a goal? – Is the setup or layout simple and clear? • Are there any more details that should be considered at this time? Distracting visuals? Controversial elements? Be especially selective with any comments in this area so that you focus only on important details.

Communicate Now it’s time to organize your thoughts and communicate them to the agency clearly and positively. Test each comment in your mind to make certain it’s necessary and constructive.

Appendices

419

Give the agency your overall evaluation of the advertising and state whether you agree or disagree with its recommendation of which creative execution(s) to further develop. Then deliver your specific comments, making sure the agency knows how strongly you feel about each com ment. State specifically what you like and why, as well as what you don’t like and why. Focus on important issues rather than feeling that you must address every detail. • Strategy issues, if any • Overall issues – Engagingness/stopping power (the ability to attract and keep audience attention) – Simplicity and clarity – Relevance – Convincingness • Issues with key executional elements • Comments about details (if they are important to the ad’s potential effectiveness)

Overall Considerations • Remember, you’re not the target. The target audience doesn’t have your knowledge base or experi ence, so what may be obvious to you may not be obvious to them. • Don’t try to say too much. You may be tempted to put a lot of copy points in an ad. Don’t! Try to stick with communicating one main message. The more focused you are, the more likely that target audi ence members will take away the key point. Remember that you’re competing with all other advertis ers for the audience’s attention. • Keep your production budget in mind, but remember that the quality of the final ad (production value) does matter. Don’t select an advertising execution you can’t afford to produce, or it will look “homemade” and may be viewed as inferior or unprofessional to the audience, compared with other broadcast, print, or outdoor ads. • Take a chance. Sometimes you need to take a leap of faith to create break-through advertising. Use your instincts. Everything you do won’t be perfect, but if you always err on the side of “being safe,” your work will likely reflect that attitude and ultimately won’t be as effective as it can be.

420

Appendices

Into the frame, rubber-suction-tipped darts are being shot at the cigarette.

but rips it from its stand and pins it to the wall behind the game. VO: you have help.

A locked off shot of a carnival target shooting game. Instead of the usual duck that goes back and forth, the target is a cigarette.

Suddenly a huge rubber-tipped dart (the size of a plunger) flies into frame and not only hits the cigarette...

VO: Unless, of course...

ARTCARD: For help quitting, call XXX-XXXX.

At first, the cigarette just moves back and forth like a duck target would. As some of the shots get closer the cigarette dodges out of the way. All the shots miss.

Appendix 7.2: Sample Storyboard—“Carnival”


Appendices

421

422

Appendices cigarette, scowls slightly, and purposely veers car off road...

VISUAL: Car safely veers back onto road.

down the road. Not giving it any thought, the male passenger lights a cigarette in the car.

VISUAL: Male passenger is petrified.

WOMAN: (Calmly) You’re endangering my life...just returning the favor.

MAN: What are you doing!?

VISUAL: Female driver looks over at lit

VISUAL: A man and woman are driving

ART CARD: We all have a good reason to

quit. What’s yours?

from secondhand smoke.

VISUAL: ... and heads straight towards a tree.

ART CARD: Last year, 53,000 people died

VISUAL: ... flies through a ditch...

Appendix 7.3: Sample Storyboard—“Drive”


Appendix 8.1: Sample Printed Campaign Newsletter

Continues

Appendices

423

Appendix 8.1: Sample Printed Campaign Newsletter (cont.)

424

Appendices



Continues

Appendices

425


426

Appendices


Appendix 8.2: Sample Online Newsletter Online Tobacco-Free News Current information for the Wisconsin Tobacco Control Program Issue #28 March 7, 2002 This update has been brought to you by the Tobacco Control Resource Center for Wisconsin (TCRCW). Funding is provided by the Wisconsin Tobacco Control Board. Submissions to Online Tobacco-Free News are welcome. E-mail Emi Narita at [email protected].

Table of Contents Save the Date: April 18 & 19, 2002. The Statewide Tobacco Control Conference in Madison, WI Theme: Taking Tobacco Control into the Future - Protecting the Investment 1) Maternal Smoking and Low Birthweight Data by County 2) FACT Introduces FACT Field Guru, Adult Advisory Panel 3) Smoke in Workplace Divides White and Blue-Collar Employees 4) The Burden of Tobacco in Wisconsin 5) Show Us the Money: An Update on the States' Allocation of the Tobacco Settlement Dollars 6) New Items from the Tobacco Control Resource Center 7) Thomas T. Melvin Youth Program Will Launch a Campaign to Promote Media Literacy 8) Evaluation Resource for Coalitions 9) 2002 National Conference on Tobacco or Health 10) State Budget Update More information about these topics can be found at the TCRCW web site: http://www.tobwis.org

Appendices

427

1) Maternal Smoking and Low Birthweight Data by County The Wisconsin Department of Health and Family Services publishes local data on infants and pregnant women. The Infants and Pregnant Women Report - 2000 has information on the number of low birthweight babies to mothers who smoked during pregnancy. Data is available for individual counties, selected cities, the five public health regions, and the state as a whole. On the same web page, you'll find the 1999 Public Health Profiles with local data on natality (such as smoking status of mother), drug-related problems, injuries, and much more. http://www.dhfs.state.wi.us/localdata/infantspgwomn/START.HTM 2) FACT Introduces FACT Field Guru, Adult Advisory Panel Luke Witkowski is the new Field Guru for FACT, the youth movement to fight corporate tobacco. He will attend coalition meetings to discuss FACT and work directly with the FACT members on their activism efforts. He has already traveled to many areas of the state to talk about FACT and provide support - now he wants to come to your coalition. To reach Luke, call him at 715-344-8206. The Nixon group has put together a guide for coalitions: Providing Effective FACT Support, The Coalition's Role. It can be downloaded from the tobwis web site: http://www.tobwis.org/media/coalitionrole_FACT.pdf (PDF file) In addition, a FACT Adult Advisory Panel has been created to support coalitions in their work with FACT. The panel will be made up of two to three coalition members from each region and will serve as a liaison between local and statewide efforts. Find out more at: http://www.tobwis.org/people/index.php (Go to "youth projects.") 3) Smoke in Workplace Divides White and Blue-Collar Employees Wisconsin employees are divided into two fairly distinct groups: blue-collar employees, subjected to sec ondhand smoke, and white-collar employees, who have clean air in their workplace, according to a study released this week by the University of Wisconsin's Monitoring and Evaluation Program. The study found that 40 percent of the workplaces that are traditionally considered blue-collar, allow employees to be exposed to secondhand smoke. This is compared to 13 percent of white-collar workplaces. The full report will be released in two weeks. More information on the press release: http://www.tobwis.org/media/WorkplacePress3_4.pdf 4) The Burden of Tobacco in Wisconsin Over 2,600 people in Wisconsin died of lung cancer in 2000 with 81 percent of those deaths attributed to cigarette smoking. Nearly 16 percent of all deaths in Wisconsin were attributable to cigarette smoking. The Burden of Tobacco Report describes the health and economic impact of cigarette smoking in Wisconsin. The summary of the report and press release is available at: http://www.tobwis.org/ Summary report: http://www.tobwis.org/media/BurdenFacts2_02.pdf (PDF file, 686 KB).

428

Appendices


5) Show Us the Money: An Update on the States' Allocation of the Tobacco Settlement Dollars The full Jan. 2002 report on the State Tobacco Settlement is online at: http://tobaccofreekids.org/reports/settlements/ -- and interestingly, shows that Wisconsin has dropped in "Rankings of States by Level of Funding for Tobacco Prevention" from 13 down to 20 in one year. It may drop even lower with the state taking away the settlement money, but we won't know how or when it will be reported. The report, entitled "Show Us the Money: An Update on the States' Allocation of the Tobacco Settlement Dollars," was released by the Campaign for Tobacco-Free Kids, American Heart Association, American Cancer Society and American Lung Association. 6) New Items from the Tobacco Control Resource Center The Spring/Summer 2000 Tobacco Free List will be available in late March and will be available on our web site at: http://www.tobwis.org/resources/ Our staff mentioned to coalition members that we will give away novelty items such as key chains, rulers, and bookmarks, free of cost. This announcement was premature, since our supply of these specialty items is very limited. We will bring you samples of these items when we do outreach and give you a listing of places where these items can be ordered. We are sorry for any incon venience. Emi Narita will help you find materials that the Resource Center does not have. Call her at: 608 262-7469. Look for these new items on the Free List: TOBP015 "Butts Are Gross" TOBP016 "Licking an Ashtray" TOBP017 "Butts Are Gross" (Spanish) TOB049 Mind Over Matter: The Brain's Response to Nicotine (brochure) 7) Thomas T. Melvin Youth Program Will Launch a Campaign to Promote Media Literacy In mid-March, the Thomas T. Melvin Youth Tobacco Prevention and Education Program will launch a youth-led TV program and radio campaign to teach people about media literacy. The program will be pack aged into a video and a B-Free curriculum that will be sent to all Wisconsin middle schools, as well as to the coalitions, the Wisconsin Tobacco Control Board members, and the regional public health offices. The cur riculum will help youth explore issues introduced by the video, such as peer pressure and media tricks. It also raises issues implied by the theme of freedom from tobacco, such as addiction. Check out the new BFree web site: http://www.be-free.org 8) Evaluation Resource for Coalitions The Monitoring and Evaluation Program (MEP) has published a resource titled "Collecting Evaluation Data: An Overview of Sources and Methods". MEP has more specific evaluation resources, but this is a good starting point for doing evaluation. It will help you answer questions like: who will use the informa tion and how? What will they or we want to know? The publication can be found at:

Appendices

429

http://cf.uwex.edu/ces/pubs/pdf/G3658_4.PDF This document can be downloaded, and there are bound, hard copies at UW-Extension. Other evaluation materials: http://www.uwex.edu/ces/tobaccoeval/manual.htm 9) 2002 National Conference on Tobacco or Health November 19-21, 2002 • Hilton San Francisco • Call for abstracts deadline: March 25, 2002 Submit your abstract online at http://www.tobaccocontrolconference.org The 2002 National Conference is looking for abstracts of presentations and workshops that will provide current scientific and practical information on effective tobacco control strategies and developments. All abstracts must be submitted online. 10) State Budget Update Joint Finance voted on the budget yesterday. Like the Governor's proposal, the Republican plan uses the money the state will get from the tobacco settlement to pay for shared revenue. The Republican plan would shift $214 million from the tobacco endowment to the state's general fund. McCallum's plan would have used all the endowment. News article: http://wisconsinstatejournal.com/local/21684.html Budget Adjustment paper: http://www.legis.state.wi.us/lfb/2001-03BudgetAdjustment/Papers/1250.pdf Smoke Free Wisconsin and other partners will sponsor a training on how to "Develop Long-Term Relationships With Policymakers." Trainings will be held in each region beginning in March. More details: http://www.tobwis.org/events/ End Issue #28

Send to Friends and Colleagues We encourage you to pass along this issue on Online Tobacco-Free News to your colleagues. If you received this issue from someone you know, and you wish to have your own subscription, please send a message to Emi Narita at [email protected]. Suggested citation: The Online Tobacco-Free News was reprinted with permission from the Wisconsin Clearinghouse for Prevention Resources/Tobacco Control Resource Center for Wisconsin. Funding was provided by the Wisconsin Tobacco Control Board.

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Appendix 8.3: Sample Editorial

USA Today Editorial February 13, 2002

Triple Threat to Teen Smoking

States are suddenly lining up to hit the tobacco industry where it hurts, and teen smokers where it just might help — right in the wallet. In recent months, five states have raised cigarette taxes significantly, four of them to $1 or more per pack. Now, 18 more states, from Connecticut to New Mexico, are considering tax hikes, too, according to the American Lung Association, which releases its state tobacco report today. Tax increases are one of the most promising ways to deter smoking, especially among price-sensitive teens. When Oregon raised its cigarette tax 60% to 78 cents per pack in 1997, consumption dropped 20% in the next two years. Among eighth-graders, smoking plummeted 30% in 1999, according to the Centers for Disease Control and Prevention. Typically, smoking deterrence is not the lure when states hike cigarette taxes. This year, just as in 2001, most states are driven by budget deficits. Cigarette taxes are simply a politically convenient target. If states were serious about public health, they’d use at least some of the proceeds to deter this deadly habit. Few do, even though teens are most likely to avoid cigarettes when states use a triple strategy: making cigarettes less affordable, less alluring and less available. That requires combining high-priced cigarettes with anti-smoking-ad campaigns and local programs to enforce laws against selling tobacco to minors. The trifecta works. California and Massachusetts, which used it, have seen the most sustained reduc tions in tobacco use in the nation. When states hike taxes without spending money to help their citizens quit smoking, they’re simply taxing the addicts of today. Worse, they stop short of keeping teens from becoming the addicts of tomorrow. © Copyright 2002 USA TODAY, a division of Gannett Co. Inc.

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Appendix 8.4: Sample Letter to the Editor

Tuesday, April 2, 2002 Comments on today’s editorial and letters can be sent to The Guardian at [email protected]

We must do more to help smokers

Editor: Smoking has been well-established as harmful, not only to those who engage in it, but also to the health of those around the smokers. Smoking has great costs, not only in dollars to purchase the cigarettes, but also to health-decreased lung capacity, increased risks of cancer, smaller birth weight of babies, and a long list of other detrimental health effects. Smokers’ homes and clothes require increased cleaning time and energy over those of non-smokers. Those who work, live or happen to be passing though environments where smoking is permitted are at risk from the smoke. Families and the health-care system bear any costs of this addiction. The P.E.I.* Home Economics Association respectfully urges the government of P.E.I. to enact legislation to make all public spaces on P.E.I. smoke-free. Studies show this should lower the overall consumption of cigarettes. The government of P.E.I. has established a ‘Quit-Smoking Line’ (1-888-818-6300) to help smokers find cessation programs. P.E.I. and Islanders could only benefit from fewer people smoking. We also need to put increased resources into helping people quit smoking discouraging youth from beginning to smoke. Islanders would find it difficult to find someone who was happy to have started smoking or who was sad to have quit. What can we, as Islanders, do to lower the numbers of people smoking? Increased taxes, fewer places where smoking is allowed, subsidized or free smoking cessation programs, and counselling for lifestyle changes? We obviously have to do more than we are doing now.

Shari MacDonald President, P.E.I. Home Economics Association

* Prince Edward Island, Canada

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Appendix 8.5: Sample Op-Ed

Pioneer Planet Published: Thursday, September 27, 2001

VIEWPOINT

State teens reaching peers with anti-smoking message

BY JAN K. MALCOLM Guest Columnist

Last month, teens from Minnesota’s teen-led Target Market campaign released survey results telling us that young people across the state are hearing Target Market’s anti-tobacco industry message. As a result, teen behaviors and attitudes toward the industry and tobacco use are changing—for the first time in more than a decade. The news from Target Market is an exciting sign that, after just one year, the campaign is doing pre cisely what Minnesota's youth designed it to do—reduce the number of underage smokers. The changes in attitude highlighted in the survey are important precursors to long-term reductions in youth tobacco use. If the trend continues, as we hope it will, it will be a real success story for the Target Market cam paign and the state’s broader Youth Tobacco Prevention Initiative. When legislators and Gov. Jesse Ventura created the tobacco prevention endowment in 1999, they gave the Minnesota Health Department an important charge to use the resources wisely to produce long-term health gains for Minnesota’s youth. The stakes are high—in lives we can save and in future health care costs we can avoid. Our department took a very different approach from prior tobacco prevention campaigns. This time we empowered Minnesota youth themselves to lead a marketing effort that could speak credibly to young people about tobacco. That credibility requires that teens deliver the message peer-to-peer in their own voice, which is not always a voice adults understand. The survey results tell us that in just one year, Target Market’s edgy campaign has already successfully reached Minnesota kids. Ninety-three percent of Minnesota teens are aware of Target Market’s central message about the tobacco industry’s manipulation of youth. That’s an awareness level most consumer brands would envy. About three-quarters of the youth surveyed did not want to be targets of the tobacco companies, and more than half say they now feel they have the power to fight back and resist tobacco company marketing.

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Does the campaign really work? Will it lead to a long-term decline in Minnesota’s rates of youth tobacco use? We think it will, as long as the effort can be sustained over time. The survey results are an important first indi cation that youth smoking rates in Minnesota are on the decline. Compared to a survey conducted before the Target Market campaign began, the number of committed non-smokers increased by 20 percent in the past year, and the number of teens who said they might try smoking someday decreased by 25 percent. After more than a decade of significantly increasing youth tobacco use rates (which have been about 4 percent higher than the national average), the survey suggests the trend is on its way downward. Changing the social climate around tobacco use is the primary purpose of the Minnesota Youth Tobacco Prevention Initiative of which Target Market is a part. The Target Market campaign is the most visible part of these efforts, but statewide grants and grants to com munity coalitions working to help young smokers quit, making sure kids cannot buy cigarettes and providing education in schools are vital parts of what the Centers for Disease Control and Prevention recommend for an effective and comprehensive tobacco control program. Each strategy plays an important role in reshaping and reinforcing the attitudes our kids have toward smoking. The survey results indicate a phenomenal success for Target Market and the entire initiative. It tells those involved in Target Market and those working statewide and on the community level that their efforts are paying off. Our work, however, is far from done. The tobacco industry continues to spend millions each year on marketing its products in Minnesota. To reach the goal the Legislature and governor set for us to decrease youth smoking rates by 30 percent by 2005, we will have to continue to be aggressive, innovative and responsive to the evidence of what works. While the public health community is still David to the Goliath tobacco industry, the results from Target Market are exciting indications that these efforts can succeed. However, to turn these results into a sustained trend and long-term decreases in youth tobacco use, we must maintain our commitment to Target Market and all of the innovative, statewide strategies and community-based approaches we’re taking to decrease the num ber of Minnesota kids who use tobacco. We have an unprecedented opportunity to reduce the human and economic consequences that tobacco use has on our youth and our communities. When we succeed, it will be one of the best public health investments we’ve ever made. Malcolm is Minnesota commissioner of health. Contact her by e-mail at [email protected].

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Appendix 8.6: Sample Spokesperson Profile Sheet

If you are interested in serving as a spokesperson for the [INSERT NAME OF PROGRAM], please complete the form below. The information will be shared with members of the [NAME OF PROGRAM] media subcommittee and [NAME OF PR FIRM] public relations firm. A special spokesperson kit containing key talking points, background infor mation, a full press kit about [YOUR STATE]’s tobacco settlement – as well as public speaking guidelines – will be sent to each spokesperson when asked to speak. Name: _________________________________________________________________________________ First Middle Last Title: __________________________________________________________________________________ Organization: __________________________________________________________________________ Address: _______________________________________________________________________________ _______________________________________________________________________________ Telephone:

Business: ______________________ Home: ___________________________________ Pager: ________________________ Cellular: __________________________________

Fax: _________________________ E-mail: ___________________________________________________ Gender:

❑ Male

❑ Female

Ethnicity:

❑ African American

Year of birth: ______________________________

❑ Asian American ❑ Caucasian ❑ Hispanic/Latino ❑ Native American ❑ Other _____________________________________ (please check one) ❑ I can speak on behalf of my organization ❑ I can speak as a private citizen (please check one) ❑ I am available to speak to broadcast media or newspaper editorial boards.

I will need ____ days lead time.

❑ I have limited time to speak. Please call me to check my availability. ❑ You can sign my name to a letter to the editor for a local newspaper. Appendices

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Spokesperson Profile (page 2) Topics that I can speak on: (check as many as apply) ❑ Medical information about health risks associated with tobacco use

____ general ____ pregnant women ____ smoking and children

❑ Statistical data about tobacco use in [STATE] ❑ Personal testimony about the impact of tobacco product use ❑ Youth perspective about the impact of tobacco use ❑ Minority communities and the impact of tobacco use ❑ General information about tobacco settlement monies and the importance of prevention, cessation, and education programs Briefly describe your public speaking experience: __________________________________________________________________________ __________________________________________________________________________ Name(s) of your local community newspaper. Describe any relationship or experience that you have with the paper. 1. ________________________________

2. ____________________________________

3. ________________________________

4. ____________________________________

TV/radio/news talk show in your area: Name of show: _______________________

Host:

____________________________ Phone: _______________________________

Name of your U.S. congressional delegate: ____________________District: ______ ❑ know very well ❑ know marginally ❑ do not know Name of state senator:________________________________________District: ______

____________________________________________❑ know very well

❑ know marginally ❑ do not know Name of state representative: ________________________________ District: ______ ❑ know very well ❑ know marginally ❑ do not know If you have additional questions about this form, please call [NAME] at [PHONE NUMBER]. Please fax this form to [CONTACT NAME] at [FAX NUMBER] by [DATE].

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Appendix 8.7: Sample Pitch Letter

(Type pitch letters on your organization’s letterhead. Adapt to reflect local data before sending to a reporter. Use to introduce an idea, to make an interview offer, or as a cover sheet for additional information that accompanies the letter.)

[DATE] Dear [NAME OF NEWS DIRECTOR or REPORTER], Every day, more than 2,000 of our American youth become regular tobacco smokers. Roughly 28 percent of U.S. high school students and nearly 13 percent of middle school students currently smoke. Right here in [INSERT LOCAL DATA and/or ANECDOTE HERE TO LOCALIZE THE ISSUE.] In an effort to prevent youth smoking in our community, [ORGANIZATION NAME] is launching a youth tobacco counter-marketing program. Our goal is to increase awareness about how the tobacco industry influences our youth, parents, and others who work with youth in [CITY OR COMMUNITY NAME], and how we can all work together to prevent that negative influence. [NAME], [ORGANIZATION] director, will be available for interviews on this issue, and we would like to schedule a time when he/she could talk with someone from [THEIR NEWS ORGANIZATION]. I will contact you in the next few days to make arrangements for the interview. If you have any questions, please call me at [PHONE]. I look forward to working with you. Sincerely,

[YOUR NAME] [TITLE]

For more help on crafting pitch letters, visit http://www.altonmiller.com/pitch.htm.

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Appendix 8.8: Sample News Release

FOR IMMEDIATE RELEASE

POLL SHOWS ILLINOIS VOTERS SUPPORT TOBACCO PREVENTION SPENDING (Springfield, IL - November 17, 1999) Ninety-one percent of Illinoisans favor spending a portion of the settlement funds on programs that help children and teenagers stop smoking and prevent others from starting to smoke, says a poll released today by the Half for Tobacco Prevention campaign. Additionally, 79 percent support spending on programs to help adults quit smoking. “The people of Illinois want this money spent on tobacco prevention,” said Ronald Johnson, M.D., President-Elect of the Illinois Academy of Family Physicians. “An overwhelming majority of people see this tobacco settlement windfall for what it really is – a once-in-a-lifetime opportunity to undo the damage done by the tobacco industry over the last few decades.” The poll also revealed that nearly half of registered voters would be less likely to vote for a candidate who opposes programs that advocate tobacco control, smoking prevention and that help people stop smoking. Today’s announcement comes as part of “Operation Half the Pie,” a campaign designed to educate the public and key leaders on the importance of establishing a comprehensive tobacco control and prevention plan in Illinois. Another aspect of today’s event was the delivery of half of a pumpkin pie to every member of the General Assembly to illustrate what the campaign is asking for – half of the settlement “pie” put exclusively towards tobacco control and prevention. Why half? According to recommendations from the U.S. Centers for Disease Control and Prevention, that’s what is necessary in order to provide an effective tobacco control and prevention program in Illinois, including: • a media and public awareness campaign that will deglamorize tobacco use, especially among youth • strengthening and continuing to develop effective community-based programs • cessation services for those who want to stop smoking • a strong surveillance, evaluation and research component to ensure that funds are being put to the best use possible • a funds administration system so that the money is secure, accessible and free of the tobacco industry’s influence • enforcement of public policies that restrict the sales and marketing of tobacco products to youth

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“Another fact that this survey revealed is that more than half of the smokers in our state are either currently trying to quit smoking, or have tried in the past,” said Dr. Johnson. “But the state spends just 2.4 cents per person per year on tobacco control and prevention. Why should anyone be surprised to hear that nearly twenty thousand Illinoisans die each year because of smoking-related diseases? It’s time for the General Assembly to listen to the medical and public health community of this state, as well as the people, and use this money to make a real impact on tobacco use.” The poll was conducted October 26-28 by McKeon & Associates, asking Illinoisans statewide about their views on the state’s tobacco settlement and possible spending options for the funds. The sampling error is +/- 3.8 percentage points. Backed by more than 65 public health organizations and physicians associations across the state, Half for Tobacco Prevention includes the American Heart Association, American Lung Association, American Cancer Society, Illinois State Medical Society, Illinois Academy of Family Physicians, Illinois Association of Public Health Administrators and the American Academy of Pediatrics, Illinois Chapter among its members. ### To schedule an interview with a campaign member, please call Citigate Communications at 312-895-4715.

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Appendix 8.9: Sample Fact Sheet

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Appendix 8.9: Sample Fact Sheet (cont.)

Continues

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442

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Continues

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Appendix 8.10: Media Contact Record

Date of contact: __________________________________

Time: _________________________________________

Handled by: _______________________________________________________________________________________ Name of Contact/Editor/Reporter: ___________________________________________________________________ Title: ______________________________________________________________________________________________ Name of Publication/TV Station/Radio Station: ________________________________________________________ Address: ___________________________________________________________________________________________ Telephone Number(s): _______________________________ Fax Number(s): _______________________________ Circulation/Audience/Reach: ________________________________________________________________________ Deadline/Schedule: _________________________________________________________________________________ Purpose of call: _____________________________________________________________________________________ circle one:

incoming call

outgoing call

Response provided over phone: ______________________________________________________________________ Mailed/faxed/e-mailed the following information: _____________________________________________________ Arranged interview with: ____________________________________________________________________________ Additional follow-up required: _______________________________________________________________________ Date story ran/will run: _____________________________________________________________________________ Other Comments/Miscellaneous Information: ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________

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Appendix 10.1: Georgia Burden of Tobacco Brochure

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Appendix 10.1: Georgia Burden of Tobacco Brochure (cont.)

Continues

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448

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Continues

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Continues

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454

Notes


Notes

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Feedback Form

The Centers for Disease Control and Prevention would like to hear from you about your experience with Designing and Implementing an Effective Tobacco Counter-Marketing Campaign. To prepare future editions of this manual, we would appreciate any comments or suggestions.

To share your opinions, please complete the tear-out card on the next page and drop it in the mail.

If you prefer to send comments via e-mail, please send them to [email protected].

To order additional copies of Designing and Implementing an Effective Tobacco Counter-Marketing

Campaign, please contact the CDC Media Campaign Resource Center at [email protected]

or call 770-488-5705, press 2.

Thank you.

456

Feedback Form

Feedback Form

To share your comments or suggestions about Designing and Implementing an Effective Tobacco CounterMarketing Campaign, answer the questions on this form, carefully tear the form out of the manual, fold it in half, tape it closed, and drop it in the mail. Thank you! 1. Overall, how useful did you find the manual? (Please check one.) ❑ very useful

❑ somewhat useful

❑ not useful

Why? ________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ 2. Did you find the book to be: a. well organized?

❑ yes

❑ no

c. up to date?

❑ yes

❑ no

b. easy to read?

❑ yes

❑ no

d. relevant to your work?

❑ yes

❑ no

3. If you answered “no” in question 2, please explain. ______________________________________________________________ ____________________________________________________________________________________________________________ 4. Please mark which chapters of the manual you have read: ❑ Chapter 6: Managing and Implementing

Your Counter-Marketing Program

❑ Introduction ❑ Chapter 1: Overview ❑ Chapter 2: Planning Your Counter-

Marketing Program

Tear Along Perforation

❑ Chapter 3: Gaining and Using Target Audience Insights

❑ Chapter 4: Reaching Specific Populations ❑ Chapter 5: Evaluation

❑ Chapter 7: Advertising ❑ Chapter 8: Public Relations

❑ Chapter 9: Media Advocacy

❑ Chapter 10: Grassroots Marketing ❑ Chapter 11: Media Literacy

5. Which chapters, if any, did not meet you needs? Why? ____________________________________________________________ ____________________________________________________________________________________________________________ 6. How useful did you find the following sections in the back of the manual? Resources and Tools:

❑ very useful

❑ somewhat useful

❑ not useful

❑ didn’t review

Glossary:

❑ very useful

❑ somewhat useful

❑ not useful

❑ didn’t review

Appendices:

❑ very useful

❑ somewhat useful

❑ not useful

❑ didn’t review

7. What was most useful in the manual? Why? ____________________________________________________________________ ____________________________________________________________________________________________________________ 8. What was least useful? Why? __________________________________________________________________________________ ____________________________________________________________________________________________________________ 9. What best describes the scope of your work? (Check all that apply.) ❑ local

❑ state

❑ national

❑ international

❑ non-U.S.

10. What kind of organization do you work for? (Check all that apply.) ❑ tobacco control program

❑ university

❑ market research firm

❑ independent consultant

❑ tobacco control coalition

❑ advertising/public relations firm

❑ non-profit/voluntary organization/network

❑ other __________________________________________________

11. What other resources or Web sites should be included in the manual?

____________________________________________

____________________________________________________________________________________________________________ 12. How might this manual be improved? __________________________________________________________________________ ____________________________________________________________________________________________________________

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